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Research Article
Utilization and Impact of Online Learning in Facilitating Engineering Graphics and Design and How the Integration of Technology Has Improved Students' Design Skills
Nonhlanhla Angel Miya*
Issue:
Volume 11, Issue 3, September 2026
Pages:
114-119
Received:
7 October 2025
Accepted:
30 October 2025
Published:
28 July 2026
Abstract: This research explores the integration of technology-enhanced approaches in the teaching and learning of Engineering Graphics and Design (EGD), with a particular focus on the technical drawing skills learners develop through digital instruction. The study examines how emerging technologies have transformed educational practices by improving learner engagement, visualization, and the acquisition of practical drawing competencies. It further highlights the importance of equipping educators with the knowledge and skills required to effectively integrate technology into classroom instruction. The research is underpinned by the Technological Pedagogical Content Knowledge (TPACK) framework, which provides a foundation for understanding the relationship between technology, pedagogy, and subject content in 21st-century education. In addition, the conceptual framework considers issues of technological inclusivity across both public and private schools, particularly during the COVID-19 lockdown in 2020, when digital learning became essential. The study draws on literature relating to Information and Communication Technology (ICT) affordances, the TPACK framework, the ADDIE instructional design model, and EGD pedagogy to demonstrate the need for South African schools to transition towards digitally enabled learning environments. The findings indicate that limited computer literacy among teachers, inadequate technological competence, and insufficient subject knowledge significantly impede the development of learners' spatial reasoning, graphical communication, and visualization skills in Grade 10 EGD. The study concludes that technology should be embedded within pedagogical practice rather than treated as an optional instructional tool. It recommends that teacher education programs incorporate compulsory technology integration modules throughout all four years of undergraduate study to ensure future educators are prepared to adapt to evolving technological innovations and effectively support digital teaching and learning.
Abstract: This research explores the integration of technology-enhanced approaches in the teaching and learning of Engineering Graphics and Design (EGD), with a particular focus on the technical drawing skills learners develop through digital instruction. The study examines how emerging technologies have transformed educational practices by improving learner...
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Research Article
Assessment of the Implementation of Physics Curriculum in Public Secondary Schools in Calabar Metropolis, Cross River State, Nigeria
Ayeshung Rose Imoniri*,
Offiong Okoh Efanga
Issue:
Volume 11, Issue 3, September 2026
Pages:
120-126
Received:
3 July 2026
Accepted:
22 July 2026
Published:
24 August 2026
Abstract: This study examined the curriculum implementation gap in the teaching of Physics in public secondary schools in Calabar Metropolis, Cross River State, Nigeria, and investigated the influence of teacher-related factors on curriculum implementation. The study was guided by two hypotheses. A descriptive survey research design was adopted, and a census of 55 Physics teachers from 26 public secondary schools was used. Data were collected using a 30-item structured curriculum implementation checklist. The checklist adopted a four-point Likert scale of Strongly Agree, Agree, Disagree and Strongly Disagree. The instrument was validated by specialists in science education and curriculum study. The internal consistency of the instrument was assessed using Cronbach Alpha reliability which produced a reliability coefficient of 0.72. Multiple linear regression analysis was employed to test the hypotheses at a 0.05 level of significance. Findings revealed significant curriculum implementation gap in Physics teaching. Result also revealed that teacher-related factors significantly influenced physics curriculum implementation in physics teaching. The study concluded that Physics curriculum implementation is significantly constrained by both curriculum implementation gaps and teacher-related factors. It was recommended that sustained professional development, improved laboratory facilities, and enhanced curriculum orientation programs be implemented to strengthen effective curriculum delivery in public secondary schools in Calabar Metropolis.
Abstract: This study examined the curriculum implementation gap in the teaching of Physics in public secondary schools in Calabar Metropolis, Cross River State, Nigeria, and investigated the influence of teacher-related factors on curriculum implementation. The study was guided by two hypotheses. A descriptive survey research design was adopted, and a census...
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Research Article
AI-Empowered Cloud Mentoring for Cross-Institutional Teacher Development: A Triadic Synergy Model and Its Effectiveness
Kaidan Deng*,
Yantian Xu
Issue:
Volume 11, Issue 3, September 2026
Pages:
127-136
Received:
26 July 2026
Accepted:
6 August 2026
Published:
2 September 2026
Abstract: The Collaborative Quality Improvement Program for Teacher Education in China, launched by the Ministry of Education in 2022, relies primarily on cross-institutional mentoring, a mechanism that is often constrained by geographical distance and insufficient individualized guidance, as well as a lack of systematic effectiveness evaluation. Focusing on AI-empowered “cloud mentoring”, this paper constructs a triadic synergy paradigm (expert teacher, AI system, and novice teacher) that reengineers cross-institutional mentoring into four data-driven phases: diagnosis, matching, mentoring, and reflection. To evaluate the effectiveness of this model, a quasi-experimental mixed-methods design with 23 mentoring pairs (12 in the experimental group and 11 in the control group, supported by 10 expert mentors) was employed over an 18-week intervention period. Data were collected through multimodal classroom video analysis, TPACK scale assessments, and coding of mentoring dialogue transcripts. The results demonstrate that the AI-enhanced model significantly improved novice teachers’ classroom effectiveness overall (F = 5.43, p = 0.029, η2p = 0.21) and deepened mentoring discourse quality, with higher-order cognitive engagement rising from 41.3% in the control group to 62.4% in the experimental group. Technological knowledge (TK) also showed significant improvement (F = 5.89, p = 0.023), teachers perceived the AI tools as useful (PUM = 4.31) but raised legitimate concerns regarding data privacy and algorithmic transparency. The study contributes a triadic synergy theoretical model that extends teacher professional development research and provides a scalable, empirically grounded blueprint for high-quality cross-institutional mentoring, while also discussing critical tensions between technological empowerment and humanistic care that must be managed for ethical implementation.
Abstract: The Collaborative Quality Improvement Program for Teacher Education in China, launched by the Ministry of Education in 2022, relies primarily on cross-institutional mentoring, a mechanism that is often constrained by geographical distance and insufficient individualized guidance, as well as a lack of systematic effectiveness evaluation. Focusing on...
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