Journal of Integrative Education Studies
Educational Access and Continuity in Flood-Affected Communities Surrounding Ruti Dam, Zimbabwe: A Qualitative Case Study
Flooding increasingly disrupts education in vulnerable rural communities, yet limited qualitative evidence explains how recurrent flooding surrounding dams affects learners’ educational access and continuity. This study explored how flooding influenced learners’ attendance, participation, academic progression and psychosocial wellbeing in communities surrounding Ruti Dam, Zimbabwe. It also examined household, infrastructural, school and community conditions influencing educational continuity and considered locally appropriate response strategies. A qualitative case-study design was employed. Fifteen participants, comprising eight learners, two parents, three teachers and two community stakeholders, were purposively selected based on their direct experience or contextual knowledge of flood-related educational disruption. Data were collected through individual semi-structured interviews and analysed using Braun and Clarke’s six-phase reflexive thematic-analysis process. Four themes were developed: disruption of learning and academic progression; barriers to attendance and educational participation; psychosocial consequences for learners; and strategies for strengthening educational continuity. Participants associated flooding with school closures, reduced instructional time, damaged transport routes, household displacement, economic hardship and increased family responsibilities. Learners also described fear, reduced concentration and disrupted peer relationships. Family assistance, teacher support, peer relationships, community learning spaces and preparedness practices provided opportunities for continuity, although limited resources constrained these responses. The findings suggest that educational recovery requires more than reopening schools. It also requires safe infrastructure, academic catch-up, psychosocial support, accessible learning alternatives and coordinated institutional and community responses. The study concludes that educational continuity represents an important coping capacity within disaster-risk assessment and should be integrated into inclusive, locally informed disaster-preparedness planning.
Educational access, Educational continuity, Flooding, Disaster resilience, Learners, Ruti Dam
Copyright (c) 2026 Sinikiwe Ingwan, Rachel Tatenda Chikambi, Nyaradzo Mhizha, Dorcas T Hove, Tafadzwa Zulu, Clementine Mukulaga, Livingson Moyo (Author) https://creativecommons.org/licenses/by/4.0
The Effects of a Classroom-Based AI Robot-Assisted Teaching Intervention on Preschool Children's Behavior and Emotions: A Quasi-Experimental Study
The purpose of this study is to investigate how preschoolers' behavioral and emotional development is affected by artificial intelligence (AI) robot-assisted instruction. Children from a middle-class kindergarten in Zhengzhou, Henan Province, China, participated in the study. A non-equivalent pre-test-post-test Class A was used in a quasi-experimental approach. While the Class A received traditional teacher-led training, the Class B received a three-week interactive teaching intervention utilizing the AI robot "Beiya." Children's abilities in four areas-emotional regulation, school preparedness, social confidence, and family involvement-were assessed using the Preschool Behavioral and Emotional Rating Scale (PreBERS). According to the findings, the Class B outperformed the Class A in every category following the intervention, with improvements in social confidence and emotional control being especially noteworthy. According to these results, AI robots may help foster prosocial behavior and emotional growth in preschoolers. The study offers factual evidence in favor of using AI in early childhood education.
Artificial intelligence, Robot-assisted teaching, Preschool children, Behavioral development, Emotional regulation
Copyright (c) 2026 Yuxi Zhang, Intan Farahana Binti Kamsin (Author) https://creativecommons.org/licenses/by/4.0
Resource-Based Livelihoods and Youths’ Educational Participation in Rural Nigeria: Evidence from Agoi, Yakurr Lga
This study investigated the effects of resource-based livelihood activities specifically gold mining, timber extraction, and agricultural production (cocoa and yam) on youths' educational participation in Agoi communities, Yakurr LGA, Cross River State, Nigeria. Employing a survey research design and triangulated methodology, data were collected from 300 students selected from three purposively chosen public secondary schools and integrated with school attendance and retention records. Data were analyzed using composite mean indices and trend relationship analysis. Findings revealed that all three livelihood activities negatively influence school attendance, retention, and completion. Agricultural production recorded the strongest effect (composite mean = 2.87), followed by gold mining (2.61) and timber extraction (2.60). Seasonal attendance declined to 49-55% during peak livelihood periods, and completion rates ranged from 66.7% to 72.6% across schools. The study concludes that resource-based livelihoods impose structural opportunity costs on youths' education and recommends integrated policy interventions including conditional cash transfers, regulatory enforcement of child labour legislation, and school-compatible livelihood diversification programmes.
Rural education, Child labour, School attendance, Dropout, Rural livelihoods, Nigeria
Copyright (c) 2026 Bassey John Okoi, Ruth Moses Onen, Daniel Joshua Ikot , Christiana Efut Okoi, Solomon Oka Ofem (Author) https://creativecommons.org/licenses/by/4.0
Artificial Intelligence Integration and the Rising Trend of Educational Decay in Nigerian Secondary Schools: Implications for Teaching and Learning Qualityarning Quality
The introduction of Artificial Intelligence (AI) in global education has brought about new opportunities in promoting teaching-learning, and administrative effectiveness. In Nigeria, however, AI integration is occurring within an already poor secondary education system caused by certain factors such as shortage of teachers, poor infrastructure, not meeting up to the learning outcomes etc. Therefore, this study aims to examines AI integration in relation with the rising trend of educational decay in Nigerian secondary schools using a conceptual and literature-based approach and assess its implications for teaching and learning quality. The study further explores AI as a transformative instrument that personalizes learning, support lession delivery, helps in improving assessment, and as well as a potential catalyst of decay when misused or implemented without adequate safeguards. The paper point out that, over-reliance on AI, poor digital infrastructure, poor teacher capacity, widening technological inequality, and weak regulatory frameworks contribute to educational decay, reduced teacher-student interaction. The paper further argues educational decay cannot be address through AI alone but must be embedded within broader reforms aimed at improving infrastructure, teacher development, equity, governance, and ethical regulation. The study concludes with recommendations that education stakholders should take proactive measures in AI integration that strengthens teaching and learning quality while mitigating its risks.
Artificial intelligence, AI integration in education, Educational decay, Teaching and learning quality
Copyright (c) 2026 Bassey John Okoi, Christiana Efut Okoi, John Bassey Okoi, Ruth Moses Onen (Author) https://creativecommons.org/licenses/by/4.0
The Experience Paradox: Novice Advantages in Instructional Support and Expert Gains in Classroom Organization in Afghan EFL Settings
Introduction: Teacher quality is a primary determinant of student achievement, yet the relationship between years of teaching experience and measurable classroom quality remains contested. This study adapts a standardized observational approach to examine whether years of experience relate to observable teaching quality among grade-7 EFL teachers in Afghanistan. Method: Classroom interactions of 90 Grade-7 EFL teachers across multiple provinces were observed using the Classroom Assessment Scoring System (CLASS K-3). Teachers were grouped as beginning (0-3 years, n=33), transitioning (4-5 years, n=27), and experienced (>5 years, n=30). Each class was observed in two 30-minute cycles by trained observers; inter-rater reliability and internal consistency were confirmed (pilot Cronbach’s α = .93). Multivariate analysis of variance (MANOVA) and Scheffé post hoc tests were used to compare domain and dimension scores. Results: Multivariate tests indicated significant group differences (Wilks’ Λ = 0.198, F = 35.4, p < .001, η² = .555). In the adapted dataset, beginning teachers displayed higher mean scores on Emotional Support and Instructional Support domains, whereas experienced teachers outperformed others on Classroom Organization (behavior management, productivity, and regard for student perspectives). Transitioning teachers often showed intermediate values. Conclusion: If replicated in Afghanistan, these patterns would imply early-career strengths in emotional and instructional interactions and experience-related gains in classroom management - suggesting the need for targeted, stage-sensitive professional development.
Teaching Quality, EFL Teachers, Classroom Assessment Scoring System (CLASS), Teaching Experience, Afghanistan, Classroom Observation, Professional Development
Copyright (c) 2025 Muhammad Nazeer Jalili, Mansor Ahmad Abdul Rahimzai (Author) https://creativecommons.org/licenses/by/4.0/
Influence of Reinforcement on Achievement in Mathematics among Senior Secondary School Students in Aba North Local Government Area, Abia State, Nigeria
This study assessed the influence of reinforcement on academic achievement in mathematics among senior secondary school students in Aba North LGA, Abia State, Nigeria. The study employed descriptive survey design. The population comprised the entire senior secondary school students in Aba North LGA, Abia State. One hundred students (100) were randomly drawn from five schools to constitute the sample of the population. The instrument for data collection was a researcher-made questionnaire tagged Reinforcement and Academic Achievement in Mathematics Questionnaire (RAAMQ) comprising twenty items with each of the four variables contributing five items. Cronbach Alpha reliability technique was used to estimate the reliability coefficient and an estimate 0.80. The mathematics scores were collected from mathematics teachers in the sampled schools. It was assumed that the scores were generated from valid and reliable mathematics achievement tests. To achieve the purpose of the study, four research questions were posed and four null hypotheses formulated. The research questions were answered using descriptive statistics by calculating mean scores and standard deviation. All hypotheses were tested at 0.05 levels of significant using paired t-test. The findings revealed that fixed interval schedule reinforcement, variable interval schedule reinforcement, fixed ratio schedule reinforcement, and variable ratio schedule reinforcement have statistically significant influence on academic achievement in mathematics among senior secondary students in Aba North LGA, Abia State. Based on the findings, teachers are recommended that utilize reinforcement involve on reinforcement training and retraining to boost students achievement in Mathematics, policy makers in education are to encourage more research on reinforcement as well as promote inclusion of reinforcement in curricular, while students must be free to identify the best reinforcement that can engage them as well as boost their achievement in Mathematics.
Achievement, Learning, Mathematics, Performance, Reinforcement
Copyright (c) 2025 Sule Omeiza Adebayo, Emmanuel Lucas Nwachukwu, Joy Albert, Godson Chidi Nwokorie, Chukwuma Victoria Azuka (Author) https://creativecommons.org/licenses/by/4.0/
Challenges and Opportunities in Mainstreaming Indigenous Knowledge Systems in African Higher Education: A Case of Social Work in Zimbabwe
Efforts to decolonize higher education across Africa have sparked renewed interest in integrating Indigenous Knowledge Systems (IKS) into university curricula. This movement is particularly relevant within social work education, which has historically been rooted in Western epistemologies and practices. As such, it finds itself at a pivotal moment in the transformative agenda aimed at reshaping educational paradigms. This paper investigates the challenges and opportunities associated with mainstreaming IKS in Zimbabwean social work education, providing both an empirical and conceptual examination of curriculum reform, epistemic justice, and institutional resistance. Drawing on a comprehensive review of literature and policy discourse from 2015 to 2025, the study delves into the structural barriers that hinder the incorporation of IKS, such as colonial legacies, donor dependency, and institutional inertia. It also highlights emerging innovations within African-centered pedagogy that present avenues for meaningful change. The analysis underscores the critical need for curriculum reform that not only acknowledges but actively incorporates local knowledge systems, thereby promoting epistemic justice for marginalized communities. Furthermore, the paper posits that despite the constraints, there are significant opportunities for reclaiming and revitalizing social work education through strategic policy reforms and enhanced South-South collaboration. By fostering partnerships among African institutions, the potential for a transformative educational framework emerges, one that is responsive to local contexts and needs. Ultimately, this paper advocates for a paradigm shift in social work education that embraces IKS as a vital component, challenging the dominance of Western frameworks and fostering a more inclusive and equitable educational landscape in Zimbabwe and beyond.
Indigenous Knowledge Systems, Social Work Education, Decolonisation, Epistemic Justice, Zimbabwe, Africa-Centred Pedagogy
Copyright (c) 2025 Francis Maushe, Neliah Matenda, Tatenda Aneni Gambiza (Author) https://creativecommons.org/licenses/by/4.0/
Perception of Students with Hearing Impairment and Educators Regarding the Use of Artificial Intelligence (AI) Applications for Sign Language Interpretation in Nigeria
This study explored the perception of students with hearing impairment and educators regarding the use of Artificial Intelligence (AI) applications for sign language interpretation in Nigeria. The study made use of three specific purpose and three research questions. Anchored on the Technology Acceptance Model (TAM), developed by Fred D. Davis in 1986 and formally introduced in 1989, the study adopted a mixed-methods approach. A total of 40 participants-comprising 30 students with hearing impairment and 10 educators were purposively selected from special schools across Nigeria. Data were collected through structured questionnaires, semi-structured interviews, and focus group discussions. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The findings indicated a moderate to high level of awareness and a generally positive acceptance of AI sign language interpretation apps among both students and educators. Participants reported benefits such as improved communication, increased autonomy in learning, and better classroom engagement. However, they also identified challenges including limited linguistic accuracy of AI systems with Nigerian Sign Language, poor internet access, and affordability issues. The study concluded that while AI-powered sign language interpretation has the potential to enhance inclusive education, its success is influenced by user perceptions of usefulness and ease of use, as explained by TAM. The study recommends policy support, inclusive design, and localized technological adaptation to maximize the benefits of AI in special education.
Technology Acceptance Model, Hearing impairment, Sign language, Artificial Intelligence, Inclusive education, Perception, Nigeria
Copyright (c) 2025 Saheed Olawale Olatunji, Olabisi Kafayat Olatunji-Olawepo (Author) https://creativecommons.org/licenses/by/4.0/
The Value Connotation, Internal Mechanism, and Practical Path of Integrating the Spirit of Educators into the Cultivation of Government-Sponsored Normal Students
In the context of China’s in-depth promotion of educational reform and the strategy of building a powerful education nation, the cultivation of government-sponsored normal students-who serve as the “reserve army” for basic education, especially in rural and underdeveloped areas-faces unprecedented opportunities and challenges. Current studies and practical observations indicate that some government-sponsored normal students exhibit insufficient professional identity, weak willingness to engage in long-term grassroots education, and a lack of innovative awareness in teaching practice, which directly affects the quality of future basic education teams. Integrating this spirit into the entire cultivation process of government-sponsored normal students is not only an effective way to address the aforementioned challenges but also a fundamental requirement for nurturing high-quality teachers who can adapt to the demands of the new era. This paper systematically expands on the research on the integration of the spirit of educators into the cultivation of government-sponsored normal students. It first clarifies the realistic background and theoretical significance of the research by citing relevant data from the Ministry of Education and academic findings on teacher education. Then, it deeply analyzes the multi-dimensional value connotations of the integration from four aspects: shaping firm educational beliefs, cultivating profound educational sentiments, promoting educational innovation practices, and strengthening educational responsibility for equity.
The Spirit of Educators, Government-Sponsored Normal Students, Teacher Education, Educational Equity, Professional Identity
Copyright (c) 2025 Fengzhi Xiao (Author) https://creativecommons.org/licenses/by/4.0/
The Future of Doctoral Education: The Role of Professional Doctorates in Bridging Academia and Industry
The 21st century has witnessed a paradigm shift in doctoral education as global economies increasingly demand research that delivers both theoretical insight and practical value. While the traditional Doctor of Philosophy (PhD) remains the cornerstone of academic scholarship, the rise of professional doctorates-such as the Doctor of Business Administration (DBA), Doctor of Education (EdD), and Doctor of Engineering (EngD)-has redefined the purpose and scope of doctoral learning. These programs integrate academic rigor with professional application, enabling scholar-practitioners to address complex, real-world problems through evidence-based inquiry. Drawing on contemporary literature, this paper examines how professional doctorates bridge the gap between academia and industry by fostering Mode 2 knowledge production, practitioner-led innovation, and collaborative research ecosystems. It contrasts the epistemological and pedagogical underpinnings of PhD and professional doctorate models, highlighting their complementary roles in advancing both theory and practice. The paper also explores emerging hybrid models-digitally enabled, transdisciplinary, and industry-embedded-that signal the future of doctoral education. Findings suggest that sustainable doctoral reform will depend on integrating reflective practice, technological augmentation, and cross-sector partnerships to produce leaders capable of generating knowledge with measurable social and economic impact. Ultimately, professional doctorates represent not a departure from the academic tradition but an evolution toward a more engaged, adaptive, and globally responsive model of doctoral scholarship.
Doctoral Education, Professional Doctorates, DBA, Academia-Industry Collaboration, Knowledge Transfer, Future Learning Models
Copyright (c) 2025 Sangita Panta, Suman Thapaliya (Author) https://creativecommons.org/licenses/by/4.0/
Accessibility and Sustainability of Technology-Enhanced Music Curricula: A Quasi-Natural Experiment across Urban and Rural Schools
Technology-enhanced music curricula can transform music education by integrating digital tools and resources into teaching and learning. Yet access to these technologies and the long-term sustainability of their implementation differ markedly between urban and rural schools. Drawing on a quasi-natural experiment involving urban and rural middle schools, this study examines two key dimensions: accessibility, defined as device availability, internet connectivity, and teacher training; and sustainability, defined as the durability of curriculum integration and teacher retention. Findings show that urban schools achieved substantially higher scores on both dimensions, which translated into stronger student engagement in music learning. The analysis highlights persistent resource gaps in rural contexts, where teachers often lack digital literacy and institutional support, constraining the adoption of innovative music pedagogy. Sustained impact requires embedding practices such as ongoing professional development and curriculum alignment to ensure that technology-rich music education remains viable over time. The study concludes with recommendations for targeted investment and community-based training to foster equitable and enduring access to technology-enhanced music education across diverse school settings.
Music Education, Educational Technology, Digital Divide, Rural Education, Curriculum Sustainability, Quasi-Natural Experiment
Copyright (c) 2025 Xianghao Zhang (Author) https://creativecommons.org/licenses/by/4.0/
The Practice and Evaluation of Multimodal Teaching Method in English Reading in Senior High School
At present, the development of education advocates the integration of teaching and evaluation throughout the entire learning process. This is conducive to the comprehensive and personalized development of students, and the continuous improvement of instructors' teaching level. On the other hand, with the advancement of technology and the ongoing development of society, the integration of education with technology represents the future trend of educational development. As for English examination, reading is an indispensable part of English learning but for high school students, English reading can be perceived as monotonous due to the abundance of unfamiliar vocabulary, lengthy and complex sentences, paragraphs, unfamiliar discourse background knowledge, and unappealing topic content, all of which can diminish students' enthusiasm for learning. The multimodal teaching method is beneficial for solving the difficulties in high school English reading. With so many benefits, this teaching method inspires the author to think deeply about it. All these motivate the author to study more about it with the real classroom experience.
Multimodal Teaching Method, English Reading, Practice and Evaluation
Copyright (c) 2025 Wansi Luo (Author) https://creativecommons.org/licenses/by/4.0/
Research on the Optimization Pathways of Practical Teaching Models for Vocational College Accounting Teachers Under the Guidance of Industry-Education Integration
Vocational education at its core is geared towards the acquisition of practical skills, and of its disciplines, accounting is most outstanding in its stress on applied learning. It follows, then, that there is a compelling need for embedding theory and practice in the education of accountants effectively. Unfortunately, the pragmatic teaching landscape presents several challenges: lack of congruence between curriculum formulation and industry expectations, lack of creativity in pedagogies, and lack of exposure to real practices among teachers. All these lead to serious shortcomings in students’ job preparedness and practical skills. As industrial digitalization and intelligent finance continue their developmental trajectories, integration of industry and education has become a major catalyst for educational transformation. By cooperating with enterprises and sharing resources, pragmatic teaching can bring real business processes and advanced technological instruments into the learning environment and upgrade teachers’ pragmatic teaching ability at the same time. It is against this background that this study explores the optimization of pragmatic teaching models of vocational college accountants under the guidance of enterprise-education integration. It seeks, through its findings, to correct existing inadequacies in teaching and provide both conceptual insights and pragmatic plans for enhanced development of talents in response to the burgeoning and evolving digital economy.
Vocational Education, Practical Teaching, Industry-Education Integration, School-Enterprise Collaboration, Double-Qualified Faculty, Digital Transformation
Copyright (c) 2025 Jiawei Gao, Charanjit Kaur Swaran Singh (Author) https://creativecommons.org/licenses/by/4.0/
The Application of International Current Political Affairs in Ideological and Political Teaching: Take "Building a Community with a Shared Future for Mankind" as an Example
Interest serves as the intrinsic motivation that drives students to proactively explore new knowledge. If teachers can stimulate students' interest in learning at the beginning of class and mobilize their initiative and enthusiasm for in-class learning, it will lead to twice the result with half the effort in teaching, achieving efficient and low-consumption classroom effects.Ideological and political courses are the key courses for implementing the fundamental task of fostering virtue through education, and their vitality lies in resonating in harmony with the times. The organic integration of current political hotspots into ideological and political teaching is not only an inevitable requirement for cultivating students' political literacy, but also an important path to enhance the social responsibility of technical and skilled talents.The teaching of Contemporary International Politics and Economics—a selective compulsory textbook (Volume 1) for senior high school ideological and political courses—requires extensive citation of international current political cases. This approach not only stimulates students' interest in learning and broadens their international horizons, but also strengthens their political identity.Integrating current political hotspots into ideological and political teaching in an ingenious manner, so as to make these courses resonate in harmony with the times, has become an important approach to improving the quality of ideological and political teaching. For senior high school students, this is not only a necessary measure to cultivate their political literacy, but also a key to enhancing their sense of social responsibility.
Ideological and Political Teaching, International Current Political Affairs, Learning Interest, Building a Community with a Shared Future for Mankind
Copyright (c) 2025 Jiaojiao Kan (Author) https://creativecommons.org/licenses/by/4.0/
Assessing the Effectiveness of Peer Tutoring Programs for Students with Special Educational Needs in Secondary Schools in Hong Kong Special Administrative Region
This study evaluated a formal peer tutoring scheme for secondary students with special educational needs (SEN) in Hong Kong Special Administrative Region (HKSAR), where inclusive education is especially demanding. Under a mixed-methods design, 60 SEN Form 3 students were put into an experimental condition, which received 12 weeks of cross-ability Mathematics and English tutoring, and a control condition receiving standard support. Quantitative results showed the tutoring group achieved statistically significant academic improvement compared to the control group. They also demonstrated increased social interaction, improved self-esteem, and an improved attitude towards school. Qualitative results from interviews ranked the following advantages as top priority: forming healthy peer relations, reducing social stigma for SEN students, and building empathy and leadership skills in tutors. Implementation challenges were schedule constraints and the necessity of large-scale tutor training. The findings confirm that systematic peer tutoring holds vast potential for Hong Kong secondary schools, providing significant academic, social, and emotional gains that create a more inclusive school climate. The studies recommend that schools should invest in systematic training and ongoing support to ensure program success and sustainability.
Peer Tutoring, Special Educational Needs (SEN), Inclusive Education, Hong Kong Special Administrative Region (HKSAR), Secondary Education, Social Inclusion
Copyright (c) 2025 Wing Cheung Tang (Author) https://creativecommons.org/licenses/by/4.0/
Research on Regional Vocational Education Resource Platform Based on Artificial Intelligence
With the continuous advancement of artificial intelligence, the digital transformation of education has entered a new stage. Vocational education, as a key force supporting regional economic development and industrial upgrading, has long faced problems such as scattered resources, insufficient school-enterprise cooperation, and limited sharing of high-quality courses and training resources. Building a regional vocational education resource platform empowered by AI can help integrate resources across schools, promote industry-education integration, and enhance the relevance and adaptability of talent training. Based on a review of domestic and international research, this paper analyzes the current needs of vocational education in platform construction, proposes AI-enabled functions such as resource integration, intelligent recommendation, and industry-education collaboration, and discusses its potential value for improving education quality and supporting regional development. The study shows that the platform will not only enhance the informatization level of vocational education but also contribute to educational equity and talent strategies for regional industrial upgrading.
Artificial Intelligence, Vocational Education, Resource Platform, Industry-Education Integration, Regional Sharing
Copyright (c) 2025 Xiaoxue Yang (Author) https://creativecommons.org/licenses/by/4.0/
Innovative Mathematics Pedagogy: Evidence-Based Strategies for Enhancing Student Learning
Modern trends in mathematics education are characterized by a move away from the conventional, teacher-centered pedagogy to dynamic, student-centered classrooms. This revolution is characterized by three main pillars: the adoption of pedagogies placing students as active investigators, the strategic integration of technology to provide personalized learning, and the application of psychological principles to counter math anxiety. This review examines the efficacy of contemporary approaches such as inquiry-based learning (IBL), gamification, and culturally responsive pedagogy, with the aid of ongoing formative assessment. Synthesised studies by leading researchers and guidelines by the National Council of Teachers of Mathematics validate that these methods overall encourage critical thinking, problem-solving skills, and deep-seated conceptual understanding. Adaptive learning technology provides tailored support, whereas collaborative, inquiry-based activities build critical communication skills. Furthermore, interventions aimed at creating a growth mindset and reducing anxiety have been found to greatly improve the confidence and motivation of students. The findings are demanding a drastic shift in teachers' preparation and curriculum design. Teachers' professional growth should be oriented toward these new methods to meet the needs of the 21st century so that classrooms can promote equity, flexibility, and deep conceptual knowledge rather than superficial procedural fluency.
Mathematics Pedagogy, Inquiry-Based Learning, Mathematics Anxiety, Formative Assessment, STEM Education
Transforming Global Education through AI: Addressing Cross-Cultural Competencies and HRM Challenges in the Digital Age
The rapid advancement of artificial intelligence (AI) technologies has created unprecedented opportunities to transform global educational landscapes while simultaneously addressing complex human resource management (HRM) challenges in cross-cultural contexts. This research examines the integration of AI-driven educational platforms with HRM practices to develop cross-cultural competencies essential for global workforce management. The study identifies significant research gaps including insufficient integration of AI in cross-cultural HRM practices, persistent digital divides in emerging economies, ethical concerns regarding AI implementation across diverse cultural contexts, and limited understanding of long-term workforce readiness impacts. The primary objective is to investigate how AI-enhanced educational frameworks can bridge global talent development gaps while fostering culturally sensitive HRM practices. Employing a mixed-methods approach combining systematic literature review with case study analysis, this research synthesizes findings from 30 peer-reviewed articles spanning 2021-2025. Key findings reveal that AI-driven HRM systems significantly enhance employee resilience and adaptive performance when integrated with self-determination theory principles, while ethical AI implementation in hiring processes substantially impacts organizational trust and attractiveness. The research demonstrates that strategic AI integration in educational contexts can effectively address cross-cultural communication barriers and improve global talent development outcomes. Practical implications include the development of culturally adaptive AI frameworks for HRM practices, establishment of ethical guidelines for AI implementation across diverse organizational contexts, and creation of sustainable digital education models that bridge geographical and cultural divides in global workforce development.
Artificial Intelligence, Cross-Cultural Competencies, Human Resource Management, Digital Education, Global Talent Development, Organizational Ethics
Copyright (c) 2025 Pallavi Priya Silveira (Author) https://creativecommons.org/licenses/by/4.0/
Pedagogical Disruption in Supply Chain Education: How Generation Z's Digital-Native Learning Demands are Reshaping Industry 4.0 Workforce Preparation for 2035
This study examines the fundamental pedagogical disruption occurring in supply chain management education as Generation Z students demand learning approaches that align with their digital-native characteristics. The research investigates how traditional educational methodologies in sustainable supply chain management are becoming increasingly inadequate for preparing students for Industry 4.0 workforce demands by 2035. This viewpoint paper employs a systematic analysis framework combining current Generation Z learning preference research, Industry 4.0 technological advancement trajectories, and existing gaps in supply chain management education. The analysis synthesizes emerging pedagogical trends with workforce development requirements to propose a transformative educational framework. Findings reveal that traditional supply chain education misaligns with Generation Z's digital preferences, inadequately preparing students for 2035 hyperautomated environments, thus requiring micro-learning, gamification, and AI-enhanced pedagogical transformation. This research represents the first comprehensive examination linking Generation Z pedagogical requirements specifically to supply chain management education for Industry 4.0 transition. The study introduces a novel framework addressing the intersection of digital-native learning characteristics, sustainable supply chain education, and future workforce preparation demands. Future empirical research should validate the proposed pedagogical framework across diverse educational institutions. Educational institutions must redesign supply chain management curricula incorporating visual learning, gamification, and collaborative digital platforms. Successful pedagogical transformation will bridge the growing skills gap between traditional educational outputs and Industry 4.0 workforce requirements.
Generation Z Pedagogy, Digital-Native Learning, Supply Chain Education, Industry 4.0 Workforce
Copyright (c) 2025 Viraj P. Tathavadekar (Author) https://creativecommons.org/licenses/by/4.0/
A Comprehensive Analysis of India's National Education Policy 2020: Objectives, Implementation, and Future Prospects
The National Education Policy (NEP) 2020 represents a landmark reform in India’s educational landscape, replacing the 1986 policy after more than three decades. Rooted in the vision of creating an equitable, inclusive, and learner-centric education system, NEP 2020 emphasizes holistic development, flexibility, skill integration, and multidisciplinary learning from early childhood to higher education. This research paper presents a comprehensive analysis of the policy's key provisions, ranging from structural shifts like the 5+3+3+4 curricular design, emphasis on mother tongue-based instruction, National Curriculum Frameworks, higher education reforms, and the creation of regulatory bodies such as the Higher Education Commission of India (HECI). Using a qualitative research approach grounded in literature review and policy analysis, the study evaluates the potential impact of NEP 2020 on students, educators, institutions, and the national economy, while also assessing its alignment with Sustainable Development Goals (SDG 4) and global education trends. Additionally, the paper addresses implementation challenges, socio-economic disparities, regional diversity, and digital infrastructure constraints that may hinder effective execution. Concluding with thoughtful recommendations for policymakers, academic institutions, and civil society, the paper advocates for inclusive, context-sensitive, and technology-supported implementation strategies to ensure the policy's transformative vision becomes a reality.
National Education Policy 2020, Indian Education Reform, Inclusive Education, School Curriculum, Higher Education Reforms, Skill Development
Copyright (c) 2025 Nikesh Sharma (Author) https://creativecommons.org/licenses/by/4.0/