Journal Plus Education

STRATEGIC LINES OF THE “CHILD’S INTERNAL POSITION” FROM THE PERSPECTIVE OF ADAPTATION TO THE SCHOOL ENVIRONMENT

Valentina PASCARI — 2025-07-17

The issue of the child’s internal position from the
perspective of adaptation to the school environment
requires, in the context of the multifaceted changes
occurring in preschool and primary education, a thorough
examination of scientific approaches to identify potential
foundations and directions in this field. Current practices
in this area still appear to be in their early stages. In this
article, from a broader perspective, we do not aim to
answer what actually works, but rather to understand the
child’s psychological capacities regarding their internal
position and certain mechanisms of adaptation to the
school environment. The theoretical vision we aim to
support is essentially an attempt to present the concept of
the child’s internal position starting from the totality of
characteristics of a system of internal factors that mediate
environmental influences and condition the development of
new psychological formations at this stage of life. This
approach seeks to answer the question of what is important
in children’s adaptation to the school environment. A
perfect correlation between the child’s internal position
and adaptation to the school environment ensures success
and efficiency in the learning process.

EXPLORING OTHERNESS THROUGH SOCIAL EMOTIONAL LEARNING (SEL): AN ANALYSIS OF STUDENTS’ REFLECTIONS AND CHOICE OF TOPIC

Gal MANOR — 2025-07-17

This article will explore students’ choice of topics and their
reflections in a course on Otherness taught to a class of
pre-service teachers of English as a Foreign Language
(EFL). Tenets of Social Emotional Learning (SEL) were
used in teaching a seminar in English (the students’ L2),
focusing on self-awareness, self-management and social
awareness. Several theories of Otherness coupled with
literary and media examples were presented, and the
students then had a free choice of topics for research from
eight categories of Otherness: age, gender, disability,
race/ethnicity, sexual orientation, economic status,
religion, and supernatural Otherness. The students’
(N=90) choice of topics between 2020-2023 revealed that
most students avoided culturally sensitive topics such as
religion and sexual orientation, and mostly opted for
professionally motivated research subjects in the field of
education such as mental and physical disability. A
qualitative analysis of their reasons for choosing the topics
revealed three categories: personal, professional and
ethical. In addition, students’ responses to the course
revealed that choosing their own topic led to both
motivation and enjoyment of the course. Finally, the
importance of allowing students to choose a topic in
Higher Education will be discussed, as well as the
implications for SEL in the EFL classroom.

EDUCATION IN THE SPIRIT OF CHILDREN'S RIGHTS: FROM LEGAL PRINCIPLES TO EDUCATIONAL IMPLICATIONS

Evelina BALAS — 2025-07-17

The United Nations Convention on the Rights of the Child
(1989) constitutes a fundamental milestone in the
consolidation of the international legal framework for the
protection and promotion of children's rights, exerting a
direct influence on the educational and social policies of
the signatory states. The document enshrines four essential
guiding principles—non-discrimination, the best interests
of the child, the right to life and development, and respect
for the views of the child—which underpin child-centered
educational approaches. Despite legislative and
institutional advancements, significant challenges persist,
such as violence against children, inequality, and
exploitation in conflict settings. This paper aims to provide
a theoretical analysis that highlights the importance of a
rights-based education as a means of prevention and
empowerment, with a view to ensuring an environment
conducive to the comprehensive development of the child.

APPROACHES TO THE MENTORING ACTIVITY FROM THE PERSPECTIVE OF EDUCATIONAL ETHICS

Liana TAUSAN — 2025-07-17

Knowledge of professional responsibilities from a
moral-pedagogical perspective is a goal of
educational ethics codes. As a professional
educator, a mentor teacher must have the ability to
carry out reflections, critical-constructive analyses
and representations of fundamental pedagogical
concepts and, at the same time, to offer moral
perspectives in various professional and life
situations. Establishing educational objectives at
different levels, selecting and configuring
educational content, establishing evaluation forms,
methods, and criteria, managing and regulating
relationships with learners, colleagues, decisionmakers,
and parents are all professional
responsibilities that require pedagogical but also
ethical competencies for educational professionals.
The inclusion in codes of professional ethics in
education of issues related to the deontology of
educational purposes, the deontology of educational
content, the deontology of evaluation, the
deontology of pedagogical relations can stimulate
the reflection and action of teachers who carry out
mentoring activities but, at the same time, also that
of the mentored persons. The purpose of the
investigation was to highlight the importance of
including in the codes of educational ethics some
principles that regulate the exercise of mentor roles,
especially from the perspective of the deontology of
evaluation and the deontology of pedagogical
relations between teacher and student but also
between teachers. Starting from the premise that
ethical and deontological regulations in any
professional field have the role of protecting the
quality of professional services offered by specialists
in that field, the need to consider ethical principles
of behaviour of the mentor teacher is imperative in the educational field and that of initial professional
training due to the mechanism that underpins the
mentoring process: the mentor's professional service
includes behaviours and attitudes, and it has a
formative, directing, and guiding role more than in
other fields.

EXPLORING GENDER DIFFERENCES OF THE FORMS, CONSEQUENCES AND STRATEGIES FOR CURBING WORKPLACE INCIVILITY AMONG PRIMARY SCHOOL TEACHERS IN NIGERIA

Trustee EFAYENA — 2025-07-17

This study explores gender differences of the forms,
consequences and strategies for curbing workplace
incivility among primary school teachers in Delta State,
Nigeria. The study is a descriptive survey which adopted
the ex-post-facto design. The population comprised all the
public primary schools in Delta State, from which a sample
of 362 teachers (112 males 250 female) was drawn
exploring purposive sampling technique. The instrument
for data collection was researcher developed: titled
‘’Forms, Consequences and Strategies for Curbing
Incivility Questionnaire (FCSCIQ)’’. Face and content
validity were employed validating the instrument which
was further subjected to a reliability test which yielded .82
indicating a high reliability index. Data obtained were
analysed using mean score for research questions at 2.50
bench mark and t-test for hypotheses at 0.05 level of
significance. Findings revealed that multifaceted forms of
incivility manifested in the primary schools; incivility had
grave consequence for the schools; positive school climate,
culture, prompt and decisive response to acts of uncivil
conduct were effective strategies for curbing incivility.
Results additionally indicated that significant difference
does exist between male and female teachers’ view on
forms of incivility, whereas in terms of consequences of
incivility and strategies for curbing incivility, significant
difference was not recorded between male and female
teachers. It was therefore recommended among others that
the school leadership should ensure positive school
climate, culture and address uncivil conduct decisively, etc.

STRATEGIES AND PRACTICES FOR BUILDING A STIMULATING AND SUSTAINABLE LEARNING ENVIRONMENT

Mona BADOI-HAMMAMI — 2025-07-17

This article explores both traditional and modern didactic
approaches used in the design, delivery, and evaluation of
educational content to identify the key elements that
contribute to engaging and enduring learning
environments. By analyzing strategies that foster critical
thinking, creativity, and sustained academic achievement,
the study underscores the importance of flexibility and
innovation in education. Employing a qualitative research
methodology, the study involved semi-structured interviews
with university and pre-university teachers and students, as
well as participatory observation during seminar sessions.
These methods enabled an in-depth examination of how
classroom, institutional, and interpersonal dynamics
influence student motivation and engagement. Findings
highlight the need for personalized teaching approaches
that respond to individual learner needs, supported by
timely feedback and carefully designed instructional strategies. The study offers a comprehensive framework to
guide educators in developing inclusive, motivating, and
effective learning environments.

EQUITY AND JUSTICE IN THE INCLUSIVE EDUCATION MODEL – THE CASE OF CHILDREN WITH HIGH ABILITIES

Cristina NANU — 2025-07-17

This paper explores theories of social justice and equity in
the inclusive education, focusing particularly on gifted
learners as a marginalized group. While inclusive
education has become central in addressing educational
justice, its implementation is uneven, especially when it
comes to children with high abilities. Giftedness lacks
consistent recognition in policy and practice, leading to
limited support structures compared to the area of
disabilities. Teachers' attitudes toward the education of
children with high abilities are shaped by concerns about
elitism and a narrow focus on standardized achievement,
often neglecting humanistic values such as acceptance of
diversity. Although inclusive settings can benefit all
students socially and academically, many educators feel
unprepared to differentiate instruction effectively by
balancing fairness, effort, and performance with limited
resources. This dilemma reflects broader systemic issues in
education policy, which continues to prioritize norm-based
performance over individual progress. The paper argues
that true inclusion requires both redistribution of resources
and recognition of diversity of learners, but also a shift
toward bottom-up approaches that empower teachers and
learners and recognize giftedness as a developmental,
context-sensitive phenomenon that deserves equitable
educational support.

CHEMISTRY STUDENTS' AWARENESS, ACCESSIBILITY AND UTILIZATION OF ARTIFICIAL INTELLIGENCE IN COLLEGES OF EDUCATION IN SOUTHWEST NIGERIA

Anselem Abonyi UGWUANYI — 2025-07-17

This study investigated Chemistry students’ awareness,
accessibility and utilization of artificial intelligence (AI)
in Colleges of Education in South-West Nigeria. The study
was guided by three research questions and three
hypotheses. This study adopted descriptive survey
research design. The population consisted of 834Chemistry
students from five Federal College of Education, with a
purposive sample of 340 students (94 males,
246females) from three Colleges of Education. Students’
awareness, accessibility and utilization of artificial
intelligence for learning Chemistry (SAAUAILC)
adapted from Enebechi et al. (2024) and Zudonu et al.
(2024) was the instrument used for data collection. The
instrument was validated by three experts in relevant
areas. The internal consistency reliability index of
SAAUAILC was established as 0.80 using Cronbach
Alpha. Mean and standard deviation were used to answer
research questions while t-test was used to test the
hypotheses at 0.05 level of significance. Findings of
the study revealed that there are low level of awareness,
accessibility and utilization of AI resources amongst
Chemistry students. Gender had no significant influence on Chemistry Students' awareness, accessibility and
utilization of artificial intelligence. Based on the
findings of the study, it was recommended amongst
others that government should organize workshops,
conferences and seminars in Colleges of Education
for increased students’ sensitization and integration of AI
in learning Chemistry.

DEVELOPING SITUATIONAL ADAPTATION SKILLS IN YOUNG STUDENTS THROUGH MULTIMEDIA LEARNING STRATEGIES

Anca Manuela EGERAU — 2025-07-17

In an increasingly dynamic and unpredictable world, the
ability of young students to adapt to situational changes is
a vital skill. This study explores the effectiveness of
multimedia learning strategies in fostering situational
adaptation skills among primary school students.
Grounded in cognitive load theory and the multimedia
learning principles of Mayer, the research utilizes a quasiexperimental
design involving two groups of students aged
8–10. The experimental group engaged in interactive
multimedia modules integrating video, animation, and
adaptive tasks, while the control group followed a
traditional textbook-based curriculum. Pre- and postassessment
tools measured changes in adaptability,
decision-making, and transferability of learning across
contexts. Results indicated a statistically significant
improvement in the experimental group’s situational
adaptation performance, suggesting that multimedia
strategies can enhance cognitive flexibility and situational
awareness. These findings offer practical implications for
curriculum designers and educators seeking to embed 21stcentury
skills into early education frameworks.

CLIMATE ANXIETY CRISIS: HOW YOUNG PEOPLE ARE COPING WITH THE PSYCHOLOGICAL TOLL OF CLIMATE CHANGE IN OSUN STATE, NIGERIA

Peter Sanjo ADEWALE — 2025-07-17

Climate change is a worldwide crisis that has been linked to
a range of negative health outcomes, both physical and
psychological and younger generations are increasingly
feeling the weight of it. Researchers have made a giant
stride in providing adaptable strategies to this menace.
However, there is a dearth of factual and representative
survey research that focuses on the experiences of youths
in Osun State concerning this threat. Therefore, this study
examined how youths are coping with the psychological
toll of climate change in Osun State Nigeria. The study
used a descriptive survey to collect data from 157 youths
who were randomly selected from the three senatorial
districts in the State. Descriptive statistics of frequency
counts with percentages were used to analyse the data. The
results showed that most youths are experiencing a high
level of worry about their health, education, and future.The
majority have experienced mental health problems
including post-traumatic stress disorder, anxiety and
depression, phobias and panic attacks, sleep disorders,
cognitive deficits, increased risks of suicide and
intellectual disabilities. However, youth are taking actionto
mitigate the impact of climate change. They have embarked
on proper waste disposal, self-education to feel
empowered, reducing energy consumption and engaging in
climate change activism. Therefore, adults should actively engage in this fight as their involvement will provide a
form of reassurance, and model pro-social and ecofriendly
behaviours for the youths.

THEORETICAL ASPECTS REGARDING SOCIAL ASSISTANCE IN SCHOOL

Anita Larisa MARIS — 2025-07-17

Social assistance within the educational structure is
considered to be beneficial to contemporary society,
bringing benefits to the development of young people.
”They expect from school the guarantee of the success of a
fulfilled social life, that is, the concomitant material
satisfaction, stable social relationships, but also the active
contribution to building society’’ (Neamtu, 2003)

MAINSTREAMING GENDER IN TEACHER CANDIDATES’ USE OF STRATEGIES TO REDUCE DISSONANCE IN SUPERVISORS’ FEEDBACK

Oyebode Stephen OYETORO — 2025-07-17

Teacher candidates often experience cognitive dissonance
due to conflicting feedback from university-assigned
supervisors during teaching practice. Previous studies
have examined strategies for reducing such dissonance and
the factors influencing their use, often assuming the
unidimensionality of these strategies rather than
considering how specific factors affect each one. This study
identifies four distinct dissonance reduction strategies:
minimal intervention, recourse to supervisor, significant
others, and self-directed learning. Given the influence of
gender on decision-making, including teaching-related
decisions, this study explores its impact on the use of these
strategies among pre-service teachers. Using a descriptive
research design, data were collected from 442 pre-service
teachers at Obafemi Awolowo University, Ile-Ife, Nigeria,
through the Dissonance in Supervisors’ Feedback
Reduction Strategies Use Questionnaire (DSFR-Q). The
findings indicate that gender is not a statistically
significant factor in the choice of dissonance reduction
strategies. However, it is suggested that female pre-service
teachers may be more inclined to use minimal intervention,
significant others, and self-directed learning, whereas their
male counterparts may prefer seeking recourse to
supervisors. These findings are discussed in relation to the
ethnographic realities of teacher education in Nigeria.

PROFESSIONAL ATTITUDES AND BEHAVIORS THAT ENCOURAGE POSITIVE PARENTING IN THE SCHOOL ENVIRONMENT

Denisa Ramona CHASCIAR — 2025-07-17

This article investigates the professional attitudes and
behaviors of teachers who support the development of
positive parenting in the school environment. Starting from
the premise that teachers are essential partners in the
educational process of children, this study explores how
relationships based on empathy, mutual respect and
effective communication contribute to strengthening the
collaboration between school and family. The research was
carried out in several schools in urban and rural areas,
using qualitative and quantitative methods. The results
highlight the importance of continuous professional
training and socio-emotional competences of teachers in
promoting an educational climate favorable to positive
parenting. The conclusions of the study emphasize the need
for coherent educational policies, including support
programs for the development of constructive relationships
between school and family.

IMPACT OF PEER GROUP AND PARENTAL SOCIOECONOMIC STATUS ON CAREER SELECTION AMONG SENIOR SECONDARY SCHOOL STUDENTS IN BUSINESS DEPARTMENT, LAGOS STATE

Eebo OLUSEGUN — 2025-07-17

This study examined impact of peer group and parental
socioeconomic status on career selection among senior
student’s secondary schools in Business Department.
Simple random sampling was used to select five senior
secondary schools within Alimosho Local Government
Area. Forty students were randomly selected from each of
the five schools, resulting in a sample size of 200 students.
Out of the 200 questionnaires distributed, 183 were
returned and deemed valid. The reliability index of the
instrument was 0.87 using split half method. The findings
showed a significant relationship between parental
socioeconomic status and students' career selection in
business department. It also revealed a significant
influence of peer groups on career selection among these
students. It was recommended that the schools should
implement career guidance programs that address peer
and parental influences, offering workshops, seminars, and
counselling to help students explore career options and
make informed decisions.

METHODS FOR FOSTERING CREATIVE TRAITS IN PRESCHOOL CHILDREN

Andreea-Ioana TODEA — 2025-07-17

The article explores methods for stimulating creativity in
preschool children, analyzing the impact of both
traditional and modern approaches on their development.
The characteristics of each approach are highlighted,
emphasizing how traditional methods, focused on
repetition and conformity, limit personal initiative, while
modern strategies, such as brainstorming and the thinking
hats method, foster divergent thinking and active
participation. Additionally, the article presents the results
of an experimental study conducted in the field of
"Language and Communication," highlighting the benefits
of a balanced educational approach that combines
structure with free exploration, with a view to fostering
children's creativity and expressiveness.

EXAMPLES OF GOOD PRACTICE IN PARENTAL EDUCATION FOR EARLY CHILDHOOD EDUCATION TEACHERS

Doina Florica TIFREA — 2025-07-17

This article aims to highlight the importance of parental
education in the training of future educators specializing in
Primary and Preschool Pedagogy (PIPP). Based on
theoretical and empirical foundations, the paper analyzes
parenting both as a continuous learning process and as a
key practice in developing communication and
collaboration skills between parents and teachers. It
presents educational models and practical activities
implemented in the training of students, through which the
essential role of parents in the harmonious development of
children is explored, as well as the ways in which
educators and primary school teachers can become active
partners in the educational process. The article emphasizes
the defining dimensions of parenting, underlines the
importance of preparing students for effective
collaboration with families, and describes the methods,
techniques, and tools used in educational activities that
involve parental participation.

BUILDING ADOLESCENT RESILIENCE THROUGH EDUCATION: THE ROLE OF TEACHERS IN STRENGTHENING POSITIVE PARENTING

Ana CIOBOTARIU — 2025-07-17

The article investigates the contribution of teachers to the
development of adolescent resilience by cultivating an
inclusive educational climate and by stimulating a
collaborative relationship between school, family and
community. Based on self-determination and ecological
theories of development, the interactions between
individual and contextual factors that facilitate the positive
adaptation of young people are analyzed. The importance
of the support provided by teachers in reinforcing positive
parenting styles and in promoting a multisystemic network
of support for adolescents is highlighted.

THE IMPACT OF EXPERIENTIAL AND NON-FORMAL EDUCATION ON ADAPTIVE PARENTING IN A DIGITAL SOCIETY

Sonia Carmen IGNAT — 2025-07-17

In the context of an increasingly technological and dynamic
world, parenting demands adaptive strategies that can
foster resilience and emotional well-being within families.
This study explores the impact of experiential and nonformal
education on developing adaptive parenting
practices among families in Arad County, Romania.
Through a mixed-methods approach, involving outdoor
activities and multimedia-based interventions, 40 families
participated in a six-week program designed to enhance
emotional regulation, problem-solving, and parent-child
interaction. Pre- and post-intervention assessments using
standardized questionnaires and semi-structured
interviews revealed significant improvements in parental
adaptability, communication, and emotional support
strategies. The results highlight the relevance of
integrating non-formal educational practices into
parenting programs, particularly in addressing the
challenges posed by technological transformations.
Implications for educational policies and future research
directions are discussed.

PERCEIVED INFLUENCE OF TEACHER PROFESSIONAL TRAINING ON PEDAGOGICAL PRACTICES AND STUDENTS PERFORMANCE IN BIOLOGY

Joy Abiola ONIPEDE — 2025-07-17

This research examines the perceived influence of teacher
professional training on pedagogical practices
and student performance in biology. In order to facilitate
the investigation, three (3) research questions and two (2)
hypotheses were formulated. A multistage sampling
technique was employed to select a cohort of 14 biology
educators and 200 students. A questionnaire was
utilized to extract data from the educators, while student
performance metrics were employed to gather
information from the learners. Cronbach Alpha
reliability coefficient was utilized to evaluate the
instrument's reliability, resulting in a coefficient of 0.78.
Statistical Package for Social Sciences (SPSS) was
utilized to perform descriptive statistical analyses,
specifically mean and standard deviation, to address the
research questions, whereas inferential statistics was explored to evaluate the hypotheses posited at a significant
level of 0.05. The findings indicate that teachers’
training and development programme significantly
influenced lesson planning and delivery. Similarly, the coefficient of teachers’
training and development programmes significantly influenced students’
performance in Biology. Based on the outcomes of our
findings, it is recommended that educators should
engage in continuous training and professional
development programmes to remain informed and
current in both biological content and pedagogical
methodologies.

EDUCATION AND RESILIENCE: HOW TEACHER–PARENT COMMUNICATION CAN SHAPE CHILDREN'S FUTURES

Dana DUGHI — 2025-07-17

In today's context, marked by instability and uncertainty,
children's ability to develop resilience is essential for their
success and emotional balance. This article explores the
role of communication between teachers and parents in
shaping this fundamental skill. Drawing on contemporary
psycho-pedagogical theories and recent research, the
paper demonstrates that authentic and empathetic
collaboration between the significant adults in a child's life
is key to developing healthy adaptation and learning
strategies.

ARTIFICIAL INTELLIGENCE AND SOCIAL WORK: PREPARING STUDENTS FOR A HUMAN-CENTERED PROFESSION IN THE DIGITAL AGE

Geanina-Stefana MOTATEANU — 2025-07-17

The paper explores the perception of first-year students
from the Department of Social Work regarding the use of
artificial intelligence in the educational process as well as
in the social work profession. A descriptive research design
was employed, using a semi-structured interview guide,
and 16 individual interviews were conducted. The practical
implications focus on the ethical and responsible use of
artificial intelligence, while simultaneously fostering
critical thinking and qualitative learning. Furthermore, the
professions of teacher and social worker are discussed in
the context of the emergence of artificial intelligence in the
digital era.

EXPLORING THE DECISION-MAKING PATTERNS OF PRINCIPALS IN PUBLIC AND PRIVATE SCHOOLS IN KWARA STATE: A COMPARATIVE ANALYSIS

Olubukola OJO — 2025-07-17

This paper explored the principal’s pattern of decisionmaking
in secondary schools in Kwara State, Nigeria. The
study makes use of descriptive design. The respondents
consisted of 2,777 teaching staff in the 398 public schools
and 7,969 teachers in the 249 private schools in Kwara. A
sample size of 338 and 367 teaching staff in the two
schools was used as respondents, respectively, using the
table of sample size by Krejcie and Morgan (1970). A
researcher-designed instrument titled the Principals
Decision-Making Patterns of Questionnaire (PDMPQ) was
utilized for data collection. It was revealed in the study
principals' decision-making patterns (P<.05); there was a
considerable difference in the decision-making pattern on
instructional supervision ((P<.05); there was a significant
difference in decision-making pattern of principals on
conflict resolutions (P<.05); and lastly, there was
considerable difference in principals' decision-making
pattern on disciplinary act (P< 05) in Kwara State. In line
with the results, it was recommended that principals of
secondary schools should formulate clear instructional
supervision decisions regarding the operations of their
schools. Also, the principals should formulate effective
conflict resolution decisions so as to improve the
relationship of school members. Lastly, the principals, as a
matter of urgency, make sound decisions on disciplinary
measures and ensure that they are placed in conspicuous
places for the students and staff to see.

DIMENSIONS OF SOCIAL INCLUSION IN THE CONTEXT OF VISUAL IMPAIRMENT: A CASE STUDY ON LEBER'S HEREDITARY OPTIC NEUROPATHY

Geanina-Stefana MOTATEANU — 2025-07-17

The paper explores the social inclusion of people with visual
impairment, namely, Leber's hereditary optic neuropathy,
which is a rare condition, the prevalence being one in
50,000 people. The paper is developed around the case
study and highlights the challenges and difficulties
experienced by a healthy person who is suddenly
diagnosed at the age of 20 with Leber's hereditary optic
neuropathy. The research uses the qualitative method, and
the practical implications are aimed at reducing the
psycho-emotional difficulties of people with visual
impairments, early recognition of symptoms and promoting
social equity and inclusion.

FROM HUMAN CAPITAL TO HUMAN DEVELOPMENT: THE TRANSFORMATIVE POTENTIAL OF MONTESSORI EDUCATION

Stefano SCIPPO — 2025-07-17

This paper explores the potential of Montessori education to
contribute to a transition from the dominant human capital
paradigm to a human development perspective, as
conceptualised by Amartya Sen. Drawing on the work of
Maria Montessori, it argues that true social defence does
not rely on weaponry or economic productivity, but rather
on forming individuals capable of living freely and
harmoniously with others. Montessori’s vision, which
prioritises autonomy, empathy, and social cohesion,
resonates with contemporary calls for education that
fosters not only cognitive skills but also human dignity and
interdependence.
While empirical studies confirm that Montessori students
perform equally or better in academic assessments, this
alone is insufficient. The true promise of Montessori
education lies in its potential to cultivate reflective, socially
responsible individuals. However, such potential is
contingent upon faithful implementation of Montessori
principles. Based on recent research from different
countries, the article highlights structural and cultural
obstacles to high-fidelity implementation, especially in
public education systems.
The paper concludes that quantitative growth of
Montessori schools must be accompanied by qualitative
improvement to truly impact social cohesion and peacebuilding.
Educational reform is thus essential—not only to
safeguard the Montessori legacy, but to make education a
tool for human flourishing.

IMPLICATIONS OF FOOD DESERTS AND FOOD SWAMPS AT SCHOOL ENVIRONMENT

Yusuf SARKINGOBIR — 2025-07-17

This study explores the implications of food deserts and food
swamps in school environments, particularly in relation to
health outcomes and academic performance. Food deserts
refer to areas with limited access to healthy food options,
while food swamps are areas with an abundance of
unhealthy food choices. The study highlights the negative
effects of food deserts and swamps on students' health,
including obesity, diabetes, and other diet-related diseases,
as well as poor academic performance. The research
emphasizes the need for healthy food options in schools
and the importance of nutrition education to promote
healthy eating habits among students. By understanding
the impact of food deserts and swamps on students' health
and academic performance, policymakers and educators
can work together to create healthier school environments
that support students' overall well-being.

UNDERGRADUATE STUDENTS’ SCIENCE PROCESS SKILLS AS PREDICTOR OF ACADEMIC ACHIEVEMENT IN SCIENCE EDUCATION COURSES

Obikezie Maxwell CHUKWUNAZO — 2025-07-17

In a quest to determine if science process skills significantly
influence academic achievement in undergraduate science
education courses, this study examined undergraduate
students’ science process skills as predictor of academic
achievement in science education courses. Two research
questions guided the study while two hypotheses were
tested at 0.05 alpha level. The predictive correlation
survey design was adopted. The population of the study
comprised 2720 undergraduate science education
department students in Anambra State, Nigeria. A Sample
size of 408 undergraduate science education students were
drawn using 15% of total population in the study (2720) as
postulated by Nworgu in Abumchukwu et al.,(2024b).
Undergraduate Students Science Process Skills Scale
(USSPSS) and 2023/2024 academic session average scores
of undergraduate students’ science education courses were
instruments used for data collection. The instruments were
validated by three experts. The reliability of the USSPSS
was established using Cronbach alpha method and reliability coefficients of 0.73 was found. The two
instruments were used as a method for data collection.
Coefficient R and R2 were used to answer research
questions while regression ANOVA (linear and multiple)
were used to test the hypotheses. The findings from the
results revealed that a low positive predictive value exist
between Undergraduate students’ science process skills
(USSPS) and their academic achievement in science
education courses. However, undergraduate science
process skills (USSPS) is not a significant predictor of the
students’ academic achievement in science education
courses. More so, a low positive predictive value exist
between undergraduate students’ science process skills
(USSPS) and the students’ academic achievement as
moderated by gender in science education courses. Thus,
undergraduate science process skill is not a significant
predictor of the academic achievement of male and female
undergraduate students in science education courses. From
the findings, recommendations and conclusions were made.

TOWARD SUSTAINABLE ICT INTEGRATION IN NIGERIAN SECONDARY SCHOOLS: A FOUR-PILLAR FRAMEWORK FOR SYSTEMIC REFORM

Olukayode Solomon ABODERIN — 2025-07-17

Despite growing global consensus on the transformative
potential of Information and Communication Technology
(ICT) in education, its integration into Nigerian secondary
schools has been uneven and fraught with systemic
obstacles. ICT is widely recognized for enhancing teaching
effectiveness, fostering learner engagement, promoting
inclusivity, and equipping students with the digital
competencies necessary for thriving in a 21st-century
knowledge economy. However, empirical evidence and
policy analyses reveal a significant gap between Nigeria's
policy ambitions and the practical realities of ICT
deployment in public secondary schools. This conceptual
paper synthesizes recent literature (2020–2024) and
national policy documents—including the National Policy
on ICT in Education and the National Digital Economy
Policy and Strategy—alongside insights from fieldwork
conducted in Nigeria. It identifies structural, pedagogical,
and governance-related constraints undermining effective
ICT adoption. Anchored in constructivist and capability
approaches to education, this study proposes a Four-Pillar
Framework as a strategic roadmap for sustainable ICT
integration. The framework highlights four interrelated
pillars: (1) access to digital infrastructure, (2) teacher
digital competence, (3) curriculum alignment with ICT
pedagogy, and (4) coherent and accountable policy
governance. Each pillar is critically examined with respect
to its current status, stakeholder involvement, and potential
for scalable intervention. Findings indicate that without
targeted investment, institutional readiness, and localized
implementation strategies, ICT initiatives risk becoming
tokenistic or extractive. This paper contributes to the
ongoing discourse on digital equity, educational reform,
and sustainable development in the Global South. It offers
practical insights for policymakers, educators, and
development agencies seeking to bridge the digital divide and foster systemic change in Nigerian education. By
adopting the Four-Pillar Framework, stakeholders can
work collaboratively to transform ICT integration from a
peripheral initiative into a foundational pillar of inclusive
and quality education.

IMPROVING SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN COMPUTER STUDIES THROUGH THINK PAIR SHARE LEARNING STRATEGY

Ekoyo Destiny ONYEBUCHI — 2025-07-17

Following the numerous importance of think-pair-share
learning strategy as an innovative learning strategy that
has helped students achievement in various subjects and
Basic Education Certification Examination (BECE) Chief
Examiner’s report on students’ weaknesses in Computer
Studies concepts of internet, operating system, search
engine, graphic package, corel draw, paint environment,
spreadsheet package, computer safety, measure and
computer software among upper basic students in Anambra
state. This study examined improving secondary school
students’ achievement in computer studies through think
pair share learning strategy. Two purpose of study, two
research questions and two hypotheses guided the study.
The study was carried out in Otuocha education zone in
Anambra State, Nigeria. The population of the study
consisted of 6,982 JSS2 students’ in the zone. The study
adopted quasi experimental design. The sample comprise
393 JSS2 students’ (169 males and 224 females) and was
obtained using a multi-stage sampling procedure. 50
Computer Studies Achievement Test (CSAT) served as
instrument for data collection for both post and retention
test respectively. The instrument was subjected to content
validation. CSAT reliability was established using Kudar Richardson 20 (KR-20) which yielded reliability coefficient
of 0.70. Mean and Standard Deviation were used to answer
the research questions while analysis of covariance
(ANCOVA) was used to test the hypotheses at 0.05 level of
significance. The findings of the study revealed that
students taught Computer Studies with TPS learning
strategy achieved more than those taught Computer Studies
with LM. Thus there is a significant difference in the mean
achievement scores of students taught Computer Studies
using think-pair-share learning strategy and those taught
using lecture method. The study also showed that male
students taught Computer Studies with TPS achieved better
than their female counterpart, thus there is a significant
difference in the mean achievement scores of male and
female students taught Computer Studies using think-pairshare
learning strategy. Based on these findings
suggestions and conclusions were made.

HOW READY IS NIGERIA FOR 2030? EXPLORING AWARENESS AND KNOWLEDGE OF THE SDGS AMONG SECONDARY SCHOOL TEACHERS IN ISEYIN, OYO STATE

Adeniyi Michael ADEDUYIGBE — 2025-07-17

This study investigates the awareness and knowledge of the
Sustainable Development Goals (SDGs) among secondary
school teachers in Iseyin Local Government Area of Oyo
State, Nigeria. Grounded in the global 2030 Agenda for
Sustainable Development, the research adopts a
descriptive survey design to evaluate how well-equipped
teachers are to integrate sustainability concepts into
classroom instruction. A total of 100 teachers from ten
public secondary schools were selected using stratified and
simple random sampling techniques. Data were collected
through a structured questionnaire and analyzed using
frequency counts, mean scores, and standard deviations.
Findings reveal that while teachers demonstrate a
relatively high level of general awareness of the SDGs,
gaps remain in their practical knowledge and exposure to
SDG-related training and resources. The study
underscores the need for targeted professional
development, curriculum enhancement, and policy support
to strengthen sustainability education at the grassroots
level. Implications for educational stakeholders and future
research are discussed.

INTEGRATING THEORETICAL APPROACHES AND COLLABORATIVE LEARNING STRATEGIES TO ENHANCE CHILDREN’S RESILIENCE AND FOSTER POSITIVE PARENTING

Adela REDES — 2025-07-17

This article explores how the integration of key theoretical
frameworks and collaborative learning strategies can
enhance children’s resilience and support the development
of positive parenting practices. Drawing from ecological
systems theory, social learning theory, and sociocultural
theory, the paper offers a conceptual model that bridges
developmental psychology and educational intervention.
Results highlight that collaborative learning environments
through group interaction, guided reflection, and shared
parent-child activities can strengthen emotional regulation,
adaptability, and interpersonal skills in children, while
also empowering caregivers to adopt more effective and
empathetic parenting behaviors. The study underscores the
value of multi-level, theory-driven programs that foster
resilience through structured collaboration. Implications
for educators, psychologists, and policy makers are
discussed.

PARENTAL MODELS AND THE DYNAMICS OF EDUCATIONAL PARTNERSHIPS: A RELATIONAL PERSPECTIVE

Estera SINGEORZAN — 2025-07-17

This article explores the influence of parental models on the
dynamics of educational partnerships, emphasizing a
relational perspective. Educational partnerships—defined
as the collaborative relationships between families and
schools—are essential for creating a cohesive support
system around the student. However, such partnerships are
not merely procedural; they are relational in nature,
deeply influenced by the emotional, communicational, and
behavioral models that parents display both at home and in
interactions with the school. Using a blend of theoretical
references and qualitative insights from eight interviewed
teachers, this paper identifies patterns in how parents’
attitudes, consistency, and openness affect the climate of
collaboration with educational institutions. Additionally,
the article incorporates personal reflections drawn from
practical educational contexts. Findings suggest that
successful partnerships emerge when parents act as
positive role models, communicate respectfully, and show
trust in educators. These dynamics not only support student
development but also foster a school culture built on
cooperation, empathy, and shared goals.