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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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Research Article
Scaffolding Critical Thinking in Competency-Based Curriculum: Evidence from Integrated Science Instruction in Public Junior Schools in Nairobi County, Kenya
Mrithi Joselyn Kawira*,
Ituma Monica Gakii,
Ogembo John Otieno
Issue:
Volume 11, Issue 3, September 2026
Pages:
137-150
Received:
22 August 2026
Accepted:
2 September 2026
Published:
20 September 2026
Abstract: Critical thinking is widely recognized as a foundational skill for effective participation in the workforce and responsible citizenship. It involves analyzing, evaluating, and interpreting information to draw well-reasoned, defensible conclusions. The introduction of the Competency-Based Curriculum in Kenya, under the Competency-Based Education holistic approach, has included critical thinking as one of its core competencies. The study sought to determine how teachers are scaffolding critical thinking during the preparation and presentation of Integrated Science instruction in public junior schools in Nairobi County, Kenya. The study adopted a mixed-methods descriptive research design. The target population was 8,259 respondents: 7,598 learners, 643 teachers, and 18 Curriculum Support Officers (CSOs). The sample consisted of 382 respondents: 46 teachers, 328 learners, and 8 CSOs. Representative samples were selected through proportionate and systematic sampling. Data were collected using questionnaires and interviews. Quantitative data were analyzed descriptively using the Statistical Package for the Social Sciences (SPSS, Version 30.0), while qualitative data were analyzed thematically. The findings indicated that although teachers adopted learner-centered approaches, they faced significant challenges in planning and implementing critical-thinking strategies, mainly conceptual links, inquiry, evidence-based reasoning, reflection, and real-world application of scientific concepts. The study also identified curriculum interpretation as a barrier to implementing critical-thinking instruction, resulting in a gap between teachers' perceived skills and actual classroom practices. The findings inform educators on the status of implementing critical thinking under Competency-Based Education and highlight challenges experienced by teachers. The study concludes that teachers encounter difficulties in developing Integrated Science instruction that scaffolds critical thinking and recommends the development of a structured instructional design model to help them design such instruction.
Abstract: Critical thinking is widely recognized as a foundational skill for effective participation in the workforce and responsible citizenship. It involves analyzing, evaluating, and interpreting information to draw well-reasoned, defensible conclusions. The introduction of the Competency-Based Curriculum in Kenya, under the Competency-Based Education hol...
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Research Article
Exploring Teacher Variables in Addressing Gaps in Foundational Literacy and Numeracy Skills Among Pupils in Basic Schools in Kano State, Nigeria
Saheed Olanrewaju Jabaar*,
Hameed Ishola Surakat
Issue:
Volume 11, Issue 3, September 2026
Pages:
151-162
Received:
24 August 2026
Accepted:
7 September 2026
Published:
24 September 2026
Abstract: Foundational literacy and numeracy (FLN) skills are the cornerstone of educational development, yet in Nigeria, the pathways to achieving them at the basic education level are fraught with challenges. This study explored teacher variables in relation to addressing gaps in foundational literacy and numeracy (FLN) among pupils in basic schools in Kano State, Nigeria. The study adopts exploratory sequential mixed-methods research design which combines qualitative and quantitative investigation. The qualitative phase involved interview of 18 FLN teachers which generated themes around the issues of teachers’ qualifications, teachers’ perception of their roles, teachers’ instructional practices, professional training, continuous professional development, and challenges affecting effective FLN instruction. The quantitative phase was a survey which explored the perspectives of 360 basic school teachers in Kano state on the themes generated during the qualitative phase. Findings revealed that some teachers lacked the required educational background for teaching literacy and numeracy, with only 58% having studied English Language or Mathematics in college. The teachers demonstrated strong commitment to supporting struggling learners and expressed positive perceptions of learner-centred approaches. The findings also indicated a gap between teachers’ pedagogical knowledge and their actual classroom practices, particularly in the limited use of interactive instructional methods. The study further revealed that institutional challenges were perceived as major constraints, while opportunities for workshops and seminars that focused on FLN remained inadequate. The study concludes that improving FLN requires more practical initial teacher preparation, sustained professional development, learner-centred pedagogy, and stronger institutional support for teachers.
Abstract: Foundational literacy and numeracy (FLN) skills are the cornerstone of educational development, yet in Nigeria, the pathways to achieving them at the basic education level are fraught with challenges. This study explored teacher variables in relation to addressing gaps in foundational literacy and numeracy (FLN) among pupils in basic schools in Kan...
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