Journal of Educational Studies

A model for teaching Religion in primary education based on strategies that promote cooperative learning

2026-07-05T17:44:08+03:00

This qualitative case study, employing an action research design, investigates cooperative learning in primary school Religion classes. The study's main objective is to explore its impact on student engagement and learning outcomes, with secondary objectives addressing teachers' instructional strategies. Cooperative learning is defined as structured, interactive group work where students collaboratively construct knowledge. Over four weeks, data were collected through semi-structured interviews, classroom observations, students' essays, and visual artifacts. The researcher facilitated lessons while maintaining reflexivity. Data analysis followed Taba's inductive model, involving identification of meaningful units, categorization, and theme development. Triangulation enhanced credibility and transferability. Findings indicate that cooperative learning promotes student-centered instruction and fosters cognitive, social, and moral development. Teachers implemented small-group collaboration, role assignment, peer tutoring, and dramatization. An action plan supported interaction, reflection, and differentiated participation. The study demonstrates cooperative learning's effectiveness as a framework for inclusive moral and spiritual education and proposes a teaching–learning–assessment model for Religion.

Implementation of the total communication method in Tanzanian special public primary schools for pupils with hearing impairments

2026-07-05T17:51:24+03:00

Effective communication is essential for the academic and social development of pupils with hearing impairments (PwHIs). In Tanzania’s Special Public Primary Schools (SPPS), the Total Communication Method (TCM) is recommended to support inclusive instruction; however, concerns remain regarding teachers’ knowledge and its classroom implementation. This study examined teachers’ knowledge and use of TCM when teaching PwHIs. Guided by Total Communication Theory (1967), the study employed a qualitative case study design. Data were collected from 38 participants (two headteachers, 20 teachers, and 16 PwHIs) through interviews, classroom observations, and document review, and analyzed using thematic analysis. The findings revealed limited conceptual and practical knowledge of TCM among teachers and inconsistent integration of communication modes such as speech, sign language, gestures, and visual aids. The study recommends strengthening pre-service and in-service training to improve teachers’ competencies in implementing TCM.

University lecturers’ supervision of teaching practice in initial teacher education: The perspective of students and teachers

2026-07-05T18:01:55+03:00

While teaching practice programmes exist across South African universities, limited research explores student teachers' perceptions of teaching practice and mentorship in rural and urban schools. This qualitative case study, framed by Situated Learning Theory (SLT), investigates student-teachers' perspectives on university lecturer supervision of teaching practice to highlight the need for transformation. Semi-structured interviews were conducted with thirty-two (32) purposively selected postgraduate certificate in education (PGCE) student-teachers (18 females, 14 males), analyzed thematically. Four thematic areas emerged: supervision fostering professional identity and confidence; collaborative mentorship; pedagogical skills enhancement; and innovation in reflective practice. Findings indicate that current Teaching Practice (TP) supervision requires transformation to eliminate negative impacts and enhance effectiveness. University lecturers' supervision supported professional identity development, confidence building, and pedagogical enhancement through collaborative mentorship. The study underlines the critical role of transformed TP supervision in developing competent student-teachers and recommends clearer assessment criteria, pre-practice microteaching sessions, and improved feedback techniques.

The strategic compass: A qualitative inquiry into the role of strategic planning in fostering long-term success in educational institutions

2026-07-05T18:10:25+03:00

This qualitative multiple-case study investigates how educational leaders perceive and enact strategic planning to foster long-term institutional success, moving beyond plan-as-document to understand strategy-as-practice. Grounded in strategy-as-practice theory, the research examines four diverse educational institutions through 32 semi-structured interviews with senior leaders, middle managers, and operational staff, plus analysis of 12 strategic documents (2021-2024), analyzed via reflexive thematic analysis. Three themes emerged: strategic planning as a social process building shared ownership; the agility paradox requiring balance between fidelity and flexibility; and implementation primacy through aligned systems, data-informed monitoring, and clear accountability. Findings indicate that inclusive, dialogic planning processes transform planning from bureaucratic exercise into transformative practice. The study demonstrates that adaptive frameworks and robust implementation infrastructures with aligned incentives and continuous strategic review rhythms are essential for sustained institutional success, recommending leaders design flexible rather than rigid blueprints.

JES 8.1, 2026_Full text

2026-07-06T02:43:13+03:00

An official biannual journal, issued by the Faculty of Theology and Social Sciences of Adventus University, Cernica, which is also published online. Its purpose is to provide researchers with a publication space for expressing ideas and research results in the area of education, including philosophy of education, qualitative and quantitative studies, teacher training, teaching methods, and new trends in education. All articles are evaluated using double-blind peer review.