Being a student mother is a very demanding and socially challenging status of women in contemporary times. Fulfilling the role of being a mother and being a student requires commitment to undertaking the day-to-day challenges posed by academic life and social responsibility. “Nabannogakon” is the Ilocano expression of being tired and it is the context that is exposed in the study. This phenomenological study describes the lived experiences of mothers who chose to pursue a college degree. To gather essential information for this study, the researchers were able to come up with a validated guide questionnaire. There were seven purposively chosen participants in this study. It is revealed in the results that time management, finances, family needs, academic performance, and stress were the most common struggles encountered by student-mothers. To cope with these struggles, the participants depended on proper time management, doing part-time work for income, personal, and religious motivations and a family support system. With this, awareness and external support coming from the college is a necessary tool in helping student-mothers be able to overcome these challenges

India is home to a large population of blind children, many with treatable conditions. Project Prakash identifies treatable blind children and provides them with eye surgeries. Once treated, these children are given the opportunity to further their education. To understand their educational needs, we undertook a diagnostic screening exercise. Specifically, we designed math proficiency assessments and evaluated the scholastic preparation of 54 Prakash children across a broad age range. We found that the proficiency of most Prakash children was well below age-appropriate levels. Even those enrolled in high schools had assessed proficiencies around the 3rd-grade level. Furthermore, due to a lack of basic instruction on interpreting print material, many children continued using Braille even after gaining sight. The contrast that these findings present relative to the official standing of the children in their schools makes a compelling case for more rigorous assessments and better educational interventions for visually-impaired/sight-restored children. Also, we argue that these educational interventions should be coupled with visual function assessments to ensure that the presented material is accessible to the child. Our scholastic assessments, suitable for being administered over the phone, will be made available for use by other researchers and educationists.

Universities worldwide now conduct lessons virtually, and the use of various technical tools to provide academic services has become vital. Because research on the use of instructional videos continues to raise problems, this study will examine whether its application to university students is helpful in terms of improving the teaching-learning process. We conducted a systematic review of ten papers. These were chosen via an eligibility criteria-based search of the ERIC, Scopus, Google Scholar, Redalyc, and Scielo databases. Six screening questions in Excel were used to conduct a content analysis, which was aided by the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA)" approach and the Atlas.ti coding procedure. Positively, the information provided in the studies was homogenous. Students may attend a traditional (face-to-face) class just once; however, instructional films may be seen again and, as predicted, this enables out-of-class synthesis that results in deeper conversations on the subject and also increased student confidence. The similarities discovered in the use of educational videos in higher education are discussed, as is the effectiveness of this method in the teaching-learning process. It is recommended that the following elements be included in the video: a goal and learning objectives, interactive questions, highlighting key points, weeding out or eliminating irrelevant information, use of simple language, and fluency in the subject, among others.

The purpose of this study is to examine whether or not the usage of augmented reality technology is effective in instructing the concept of square prism to students with special learning disability and whether the conservation of the taught concept continues after the education is completed.The multiple probe model between subjects with probe phase, one of the single-subject research models whose implementation steps were planned beforehand, was used in the study.The study population consisted of three students with special learning disability enrolled in the fifth grade and the research was conducted in the Düzce province of Turkey during the second semester of the 2018-2019 academic year.In addition, the "Rapid Prototyping Model," which was developed by Tripp and Bichelmeyer (1990) in order to design computer-aided instructional environments, was employed in the creation of learning materials prepared with augmented reality technology for the concept teaching process of the research.Thus, the learning materials assisted by technology were prepared by carrying out the processes of identifying the needs with a rapid synthesis, content analysis, goal determination, prototype creation, prototype usage and maintenance of the system.First, the reactions of the students were recorded upon organizing a starting-level session in the research process.In the following stages, teaching, probe, monitoring, and generalization sessions were also conducted.As a result of the research; it was observed that the augmented reality technology was effective in instructing the concept of square prism to students with special learning disability, the conservation of the concept acquired as a result of the application continued after the education was completed, and the opinions of students and teachers about this technology were found to be positive.