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Research Article
Leaders’ Knowledge and Awareness on Creating Inclusive Learning Environment Through Technology Integration for Students with Disabilities: Jimma University in Focus
Habtamu Debasu Belay*
,
Muluken Tesfaye Kabtyimer
Issue:
Volume 10, Issue 3, June 2025
Pages:
64-76
Received:
7 February 2025
Accepted:
11 April 2025
Published:
14 May 2025
Abstract: The main purpose of this study is to investigate university leaders’ knowledge and awareness of creating inclusive learning environment through technological integration for SWDs in Jimma University. The study employed a mixed research design (QUAN→qual) with an explanatory sequential design. The key findings revealed that there is a low level of understanding of leaders. The correlation result among leaders’ understanding and creating inclusive learning environment was (0.838**). This result suggested that there is a strong positive correlation. The p-value is <0.01, which means a statistically significant. Moreover, the result of multiple regression (p=.00) proved that the predictor and residence variable had strong relationship. Furthermore, training, sharing experience, collaboration with SWD services of accessibility are the strategies which adopt to enhance leaders knowledge and awareness. Finally, it is recommended that all university leaders work in collaborate with disability support services to create an inclusive learning environment for SWDs by integrating technology.
Abstract: The main purpose of this study is to investigate university leaders’ knowledge and awareness of creating inclusive learning environment through technological integration for SWDs in Jimma University. The study employed a mixed research design (QUAN→qual) with an explanatory sequential design. The key findings revealed that there is a low level of u...
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Research Article
Teachers' AI Adoption in Namibia: A Theory of Planned Behaviour Analysis
Issue:
Volume 10, Issue 3, June 2025
Pages:
77-87
Received:
25 March 2025
Accepted:
30 April 2025
Published:
22 May 2025
Abstract: Artificial Intelligence (AI) holds transformative potential for education, yet it remains excluded from Namibia’s secondary school curriculum. The reasons for this exclusion are unclear. However, the COVID-19 pandemic exposed fundamental flaws in the lack of AI integration, as the education sector—like many others—faced significant disruptions. Introducing AI education and incorporating its use in secondary schools could enable Namibia to leapfrog in innovation and harness the opportunities presented by emerging technologies. This could drive both innovation and socio-economic growth. For this to occur, it is essential to understand teachers’ perspectives on teaching AI. Grounded in the Theory of Planned Behaviour (TPB), this study investigates Namibian teachers’ behavioural intentions to teach AI, examining the roles of attitudes, subjective norms, and perceived behavioural control, alongside implementation challenges. A mixed-methods approach was adopted, combining surveys with exploratory factor analysis (EFA) involving 22 teachers from the Khomas Region. While the primary aim—assessing TPB constructs (attitudes, subjective norms, and intentions)—was achieved, predictive analysis was limited by sample size. EFA extracted three TPB-aligned factors: attitude (ATT), behavioural intention (BI), and subjective norm (SN). However, statistical power was insufficient for regression or structural equation modelling (KMO = 0.50; Bartlett’s p < 0.001), reflecting the need for broader sampling. Demographically, most participants (54.5% male, 45.5% female) were aged 30–39, held honours degrees, and taught in urban public schools. Despite low perceived behavioural control (e.g., limited resources), teachers reported strong intentions to teach AI, driven by positive attitudes and social expectations. The findings highlight the TPB’s relevance in Namibia’s AI education context while revealing systemic barriers. To facilitate adoption, policymakers must address resource gaps, provide teacher training, and improve infrastructure. This study offers a foundational TPB-based framework for future research in under-resourced educational settings.
Abstract: Artificial Intelligence (AI) holds transformative potential for education, yet it remains excluded from Namibia’s secondary school curriculum. The reasons for this exclusion are unclear. However, the COVID-19 pandemic exposed fundamental flaws in the lack of AI integration, as the education sector—like many others—faced significant disruptions. Int...
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Research Article
Research on the Integration of Educational Elements of Chinese National Community into Practical Teaching Resources for Undergraduate Students
Shuang Liu*,
Peng Chen,
Jiana Meng,
Qiguo Dai,
Yuangang Wang
Issue:
Volume 10, Issue 3, June 2025
Pages:
88-92
Received:
21 April 2025
Accepted:
3 June 2025
Published:
11 June 2025
DOI:
10.11648/j.her.20251003.13
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Abstract: From the perspective of teaching and education practice of undergraduate students majoring in artificial intelligence, the polymorphic educational practice teaching resources of Chinese national community with various carriers and forms are provided to realize the integration of value guidance, knowledge imparting and ability training in the construction of teaching resources. Here, the ideological value guidance runs through the whole teaching process, and the responsibility and mission of cultivating students to serve the country with technology is highlighted and strengthened. By practice, students' feelings of home and country are cultivated and they are guided to grow into technical talents who care about the society and have the responsibility of the times. That is to build awareness education resources of the Chinese national community carrying cultural self-confidence, national identity and national identity by big data technology and deep learning technology, establishing the concept of big education, expanding the space-time scope of undergraduates’ education, and stimulating students' identity and practice of the Chinese national community in the practical teaching of computer specialty. It is necessary to establish a moral education system for undergraduate students in nationalities universities to enhance the effectiveness of Chinese community education for nationalities university undergraduate students and provide an example for the education practice of Chinese community consciousness.
Abstract: From the perspective of teaching and education practice of undergraduate students majoring in artificial intelligence, the polymorphic educational practice teaching resources of Chinese national community with various carriers and forms are provided to realize the integration of value guidance, knowledge imparting and ability training in the constr...
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Research Article
The Limits of Educational Mobility: Examining Socioeconomic Disparities Among College Graduates by First-Generation Status
Osasohan Agbonlahor*
Issue:
Volume 10, Issue 3, June 2025
Pages:
93-115
Received:
24 April 2025
Accepted:
7 May 2025
Published:
18 June 2025
DOI:
10.11648/j.her.20251003.14
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Views:
Abstract: Higher education is often viewed as a pathway to social mobility, yet questions remain about whether college degrees equalize outcomes across different family backgrounds. This study examines whether first-generation college graduates achieve similar socioeconomic outcomes as their continuing-generation peers. Drawing on Bourdieu’s theory of capital, the analysis investigates disparities in income, occupational prestige, and subjective social class identification. Using data from the General Social Survey (1972-2022), I employ multivariate regression models to analyze socioeconomic outcomes among 12,526 college graduates, including 4,351 with data on academic major. Results reveal persistent disadvantages for first-generation graduates across all three dimensions of socioeconomic status, even after controlling for demographic characteristics and field of study. First-generation graduates earn 9.2-14.4% less income, work in less prestigious occupations, and are significantly less likely to identify with higher social classes compared to continuing-generation graduates with similar characteristics. These disparities have remained relatively stable over time, suggesting that the expansion of higher education access has not eliminated the advantages associated with having college-educated parents. Furthermore, controlling for academic major actually reveals larger disparities, contradicting assumptions that academic major choice explains these differences. These findings indicate that while higher education provides significant benefits for all graduates, it alone is insufficient to fully disrupt intergenerational advantages transmitted through economic, cultural, and social capital. The study contributes to theoretical understanding of social reproduction and suggests the need for targeted interventions to support first-generation graduates throughout their academic and professional trajectories.
Abstract: Higher education is often viewed as a pathway to social mobility, yet questions remain about whether college degrees equalize outcomes across different family backgrounds. This study examines whether first-generation college graduates achieve similar socioeconomic outcomes as their continuing-generation peers. Drawing on Bourdieu’s theory of capita...
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