Basic Education Research Articles (Page 1)

Although digital transformation in education has been widely studied, research specifically focusing on the implementation of web-based Academic Information Systems (SIA) in resource-constrained secondary schools remains limited. This study aims to evaluate the effectiveness of a web-based SIA in improving the efficiency, accuracy, and transparency of academic administration at SMP 2 Kudus. A qualitative approach was employed using a participatory case study design, involving 15 participants including system operators, students, parents, and teachers. Data were collected through observation, interviews, and user surveys, and analyzed descriptively to assess system performance and user acceptance. The results indicate an 80 percent increase in administrative efficiency, a 90 percent reduction in data input errors, and a user satisfaction rate of 88 percent. These findings reinforce the relevance of the Technology Acceptance Model (TAM), which highlights perceived ease of use and perceived usefulness as key factors in technology adoption. The study concludes that successful digitalization in regional schools requires a participatory approach and user-centered system design. Its practical implications offer guidance for other schools seeking to sustainably adopt web-based academic information systems, while also contributing to the broader literature on digital transformation in basic education.

Objective: To investigate the absence of solid waste collection (SWC) in Brazilian Rural Public Preschools (BRPP) between 2007 and 2023, describing its temporal evolution, comparing the years 2007 and 2023, identifying regional disparities, and highlighting the most critical municipalities. Theoretical Framework: The study is situated within the framework of the United Nations 2030 Agenda, particularly Sustainable Development Goals (SDGs) 4, 6, and 10, and is grounded in the guidelines of the National Basic Sanitation Policy (Law No. 11,445/2007 and its 2020 update), the National Solid Waste Policy (Law No. 12,305/2010), and the National Rural Sanitation Program (PNSR). Method: Descriptive research based on microdata from the Basic Education School Census, considering active RPPs between 2007 and 2023 (excluding 2020–2021). Analyses were conducted using R software, and thematic maps were generated in QGIS, enabling the examination of temporal and spatial patterns of SWC absence. Results and Discussion: The absence of solid waste collection services decreased from 78% of rural public preschools (EPRPRE) in 2007 to 52% in 2023. However, regional inequalities persist: the North showed the most critical proportions of service absence, while the Northeast recorded the second highest proportion. In 2023, 504 municipalities still reported a complete lack of the service. Research Implications: The findings highlight the need for territorially adapted public policies capable of integrating education and sanitation to foster equitable and sustainable school environments. Originality/Value: This study provides an unprecedented longitudinal analysis of the absence of SWC in rural preschools, contributing to the debate on socio-spatial inequalities as well as educational and sanitation policies.

The study reveals certain aspects of the cognitive component of educational mathematics projects in basic secondary education. In accordance with the objective, the study reveals the essence of the cognitive component: it is the process and result of acquiring and meaningfully applying the knowledge and skills obtained through mental processes during the mastery of basic secondary education in the field of mathematics. The content of the cognitive component consists of a set of theoretical and practical mathematical knowledge. The methodology for developing the cognitive component of educational mathematics projects in basic secondary education is based on a systematic approach and the appropriate use of a range of methods. An important feature of the content of the cognitive component is its systematic nature and reflection of the latest achievements in mathematics. Attention is drawn to the importance of focusing on the hypothetical-deductive method of cognition. This method of cognition is characteristic of students in basic secondary education. It is noted that it is important in mathematics teaching projects to ensure, through the content and organization of work, the formation of students' ability to effectively solve problems and apply knowledge in non-standard situations. Research results. Methodological support for the cognitive component of educational mathematics projects in basic secondary education involves active learning content. Such content is developed taking into account the idea of incidental learning stimuli in the educational and cognitive activities of basic school students. The organizational elements of the cognitive component of educational projects in mathematics have been identified: the involvement of the teacher as a coach, the balance between cognitive load and lesson productivity, the phased use of the effects of internal cognitive load (lack of a specific goal, divided attention, a worked-out example, hypothetical perception, partial solution; memory segmentation in the architecture of searching for new information, modality, assertiveness. The prospect for further development of the problem is defined as the expansion and characterization of the advantages and challenges of the effects of internal cognitive load during the development and implementation of project and research work in mathematics lessons in basic secondary education. It is also proposed to create cases of successful educational projects for basic secondary school students within the framework of the STEM model program.

The article analyzes the content of technological education, which is disclosed in the State Standard of Basic General Secondary Education and the corresponding model curricula and textbooks. The features of designing and implementing the content of technological education in the subject cycle of education in gymnasiums are determined. In the process of conducting a systematic analysis of the normative and program-methodological support of the technological educational sector and experimental testing of the effectiveness of the new content of basic technological education, shortcomings were identified in model curricula and textbooks and problems of implementing the content of teaching in technologies, which must be eliminated in order to prevent educational losses and increase the efficiency of the educational process. Appropriate changes in the content of basic technological education and the methodology of teaching technologies are proposed.

Water scarcity is emerging as one of the most pressing constraints to smallholder crop production in semi-arid regions, threatening the very basis of rural livelihoods that rely heavily on rainfed agriculture. In this context, small household gardens stand out as resilient spaces of food production, often more reliable and manageable than larger croplands exposed to climatic stress. This study explores how households in a semi-arid communal area of South Africa mobilize strategies to sustain crop production in gardens amid condition of persistent water scarcity. A mixed-methods approach was employed, incorporating a structured survey of 192 households and focus group discussions. Quantitative data were analyzed using chi-square tests, while qualitative data were thematically coded to capture local narratives. The results show that 63.1% of households are female-headed, with women more likely than men to experience crop failure due to water scarcity (53.3% vs. 27.2%). Education emerged as a significant factor ( p < 0.05), with higher attainment associated with reduced vulnerability to water stress. While irrigation was widely practiced (78%), adoption of water-saving practices remained modest and skewed toward households with basic education and grant-based income. A clear distinction was observed between indigenous practices such as manuring and rainwater harvesting, commonly applied at the household level, and formal Climate-Smart Agriculture strategies, of which awareness and adoption remained low. The findings highlight compounded vulnerabilities among aging, female-led, low-income households and underscore the necessity for targeted, education-sensitive interventions to strengthen resilience in semi-arid food systems.

The study addresses the necessity of forming value-semantic competence in prospective mathematics teachers, driven by the contemporary educational goal to foster students' holistic values, not merely transfer knowledge. The relevance stems from the challenge that mathematics is often perceived as abstract, demanding educators to possess a profound VSC to imbue the subject with meaning and life relevance. The research focuses on the under-explored area of developing this competence using gamification during professional preparation. The theoretical framework analyzes the essence and structure of value-semantic competence and methodological foundations of it’s formation. Gamification is substantiated as an effective pedagogical tool due to its alignment with activity-based and student- centered principles, which significantly boosts internal motivation and reflection – elements crucial for value-semantic competence development. The results present the practical application of gamified digital tools, specifically interactive exercises on Mentimeter and Wayground platforms (e.g., “Value Orientations of Basic Secondary Education” and “Values in Action: Mathematics and New Ukrainian School”). These tools actively engage students, promoting their value-semantic reflection on professional duties and facilitating the internalization of core New Ukrainian School values within the context of mathematics teaching. The conclusion affirms that the gamification successfully integrates the cognitive, emotional, and activity-based aspects of learning, effectively developing a holistic value-semantic professional stance. This technology ensures both subject mastery and a conscious adoption of pedagogical values.

This study aims to analyze the impact of artificial intelligence (AI) on the development of digital competencies in basic education students. Through a descriptive and qualitative approach, research was conducted with 50 students and 10 teachers from various educational institutions in Ecuador. Surveys, interviews, and observations were used to collect data on the use of AI-based educational platforms, such as Khan Academy, Duolingo, and ChatGPT. The results indicate that the implementation of AI tools significantly improves students' digital competencies, fosters autonomous learning, and increases motivation. However, challenges were also identified, including insufficient technological infrastructure, especially in rural areas, and a lack of adequate teacher training in the use of these technologies. This study concludes that to maximize the benefits of AI, it is essential to improve educational infrastructure and provide continuous teacher training, ensuring the equitable implementation of these tools across all educational institutions.

Integrating Environmental Education into basic education is vital to fostering critical, sustainability-oriented citizenship. Active and interdisciplinary approaches enhance inclusion and environmental literacy, though limited resources and teacher training remain key challenges. Thus, this study aims to analyze how environmental education and social inclusion are integrated into basic education, identifying global strategies, national approaches, and challenges for achieving sustainable and inclusive learning through an integrative literature review. An integrative literature review was conducted using SciELO, CAPES, and official documents from the UN, UNESCO, MEC, BNCC, and CNE. Studies published between 2000 and 2025 were analyzed, focusing on recent discussions on environmental education, social inclusion, and the SDGs. Critical and interdisciplinary approaches guided the selection, enabling the identification of theoretical trends and challenges in integrating Environmental Education into basic education. The results show that integrating Environmental Education with Inclusive Education is essential to strengthen democratic and sustainability-oriented public schools. Interdisciplinary practices, accessible technologies, and partnerships between schools, communities, and public policies enhance meaningful learning and socio-environmental citizenship. However, progress in this integration depends on continuous teacher training, institutional support, and the effective inclusion of environmental themes in school curricula. It is recommended to reinforce education policies aligned with the SDGs to consolidate a sustainable, equitable, and transformative basic education system.

This scientific investigation addresses how to integrate restorative practices into the school curriculum; that is, it aims to show how to work with school curriculum themes using, among other methodologies, tools provided by peacebuilding circles and Restorative Justice. The objective is to demonstrate that this integration is possible, based on educational planning oriented towards fulfilling this purpose. This is a partial analysis of data from an experimental study with public school teachers working in Basic Education in various regions of Brazil who are facilitators of peacebuilding circles. The bibliographic references are based on Boyes-Watson and Pranis (2011; 2018), BNCC (2018; 2024), and Piaget (1973). From the investigation, we show that restorative practices can be integrated into the school curriculum, thus resulting in the construction of a space conducive to learning and for students to develop the skills and competencies that are learning rights advocated by the BNCC.

This paper sought to document the necessity of transitioning from a paper-based assessment to a digital assessment in the Accounting examinations. The Department of Basic Education is slowly adopting technology in teaching and learning in South Africa through multiple digital tools. Currently, more intensity is on integrating Information and Communication Technology in pedagogy to transform the education system. Nevertheless, little is being said to transform high-stakes examinations using ICTs. Thus, this study points out a transitioning of digital assessment in Accounting high-stakes examinations. To deepen this discussion Technology Acceptance Theory was used to frame this study since it highlights two factors that motivate a user to accept technology: perceived usefulness and ease of use. I located this study within an interpretivist paradigm and ethnography research design. Four Accounting teachers who had Information Technology qualifications were purposively sampled using the homogeneous strategy. To collect data semi-structured interviews were conducted and data obtained was analysed using thematic analysis. I found that the digital assessment in Accounting high-stakes examinations can be reinforced through online evaluation: online tests/examinations, online simulations, and online case studies. Further integrity of the digital examinations can be ensured through stipulated rules and regulations. In light of the above finding, I conclude by maintaining that the transitioning to digital assessment in Accounting high-stake examinations is feasible and must be implemented. The study aspires to develop the level of examinations in Accounting by transitioning to digital assessment considering the current digital era, and the nature of Accounting subject.

This qualitative document review analyses the contextual and systemic barriers to the effective use of the Direct Method in French language instruction across Nigerian schools. Drawing on ten national policy papers, five Universal Basic Education Commission (UBEC) reports (2013–2025), and twenty peer-reviewed studies, the study identifies major constraints such as overcrowded classrooms, insufficiently trained teachers, limited instructional materials, and inadequate learner readiness. Anchored in Krashen’s Input Hypothesis and Vygotsky’s Sociocultural Theory, findings reveal that while the Direct Method promotes communicative competence, its application requires context-sensitive adaptation in under-resourced educational systems. The paper concludes with practical recommendations for teacher retraining, methodological hybridisation, and policy reform to align instructional realities with linguistic goals. The study contributes to applied linguistics and African education policy by illustrating how global language teaching methods can be localised for sustainability.

Although voting is recognised as a social determinant of health, the association between electoral participation and subsequent mortality at an individual level has not been established. To assess whether voters and non-voters differ in mortality risk. We used register-based information on electoral participation in the 1999 parliamentary elections from the full electorate of at least 30-year-old Finnish citizens living in mainland Finland linked to registers containing sociodemographic and mortality information by Statistics Finland. Mortality was assessed with Cox proportional hazards regression models, with follow-up until the end of 2020 (n=3 185 572 individuals; 58 133 493 person-years; 1 053 483 deaths). The age-adjusted HR of non-voters compared with voters for all-cause mortality was 1.73 (95% CI 1.72 to 1.74) for men and 1.63 (95% CI 1.62 to 1.64) for women. These differences were strongest for external causes of death and for younger age groups. Among the older (age ≥75 years) population, voting men had lower mortality than non-voting women. The difference in mortality between non-voters and voters was stronger than between those with basic and higher education. Due to a strong relationship, information on voting contributes to a more comprehensive analysis of social differentials in mortality.

Goal 4 of the National Education Plan (PNE) 2014-2024 aimed to universalize access to basic education for students targeted by Special and Inclusive Education (EEI), ensuring an inclusive system with Specialized Educational Service (SES) infrastructure. This article investigates the paradox between the success of this policy in access with increased enrollment and its failure to guarantee infrastructure, focusing on the context of “double vulnerability” of Rural Education. This study is justified by the need to expose how the absence of material conditions prevents the transition from “integration” to “inclusion”, in the terms of Mantoan (2003). The general objective was to diagnose the adequacy of SEA infrastructure and accessibility in rural schools in the state of Bahia. The problem-question is: was the quantitative advance in the enrollment of ISS students in rural schools in Bahia accompanied by qualitative investment in infrastructure, as required by Goal 4? The methodology consisted of a quantitative and qualitative documentary analysis, based on microdata from the 2024 School Census. The results are alarming: in the rural universe of Bahia, only 36% of schools have accessibility and only 21% have Multifunctional Resource Rooms (SRMs). It is concluded that, in this context, Goal 4 was not fully fulfilled, characterizing a precarious integration policy that denies pedagogical support and physical accessibility to the majority of students, directly impacting the teaching praxis.

Reading comprehension is a foundational skill in the Philippine K–12 Basic Education Curriculum, yet many learners continue to struggle with identifying essential details in texts a key component of comprehension. This action research investigates the effectiveness of using interactive ebooks to enhance the "noting details" skill in informational text comprehension among Grade 6 learners in a public elementary school in Ozamiz City, Misamis Occidental, Philippines. The study was prompted by a low mean score of 6.2 in the Regional Unified Quarterly Assessment (RUQA), indicating a pressing need to improve learners' detail-recognition abilities. Grounded in reading comprehension theories and digital literacy frameworks, the study employed a one-group pretest-posttest design. It utilized interactive ebooks aligned with the three-phase reading model (pre-reading, during-reading, and post-reading) to provide an engaging, multimodal learning experience. A purposively selected group of Grade 6 students at the Novice High proficiency level (based on ACTFL guidelines) participated in the intervention. Findings revealed that prior to the intervention, the learners' ability to note details in informational texts was below expectations. However, after the implementation of the interactive ebook strategy, their performance improved significantly and was assessed as very satisfactory. Statistical analysis confirmed a significant difference between pretest and posttest scores, indicating that the use of interactive ebooks positively impacted learners' comprehension skills. This study offers empirical support for integrating digital tools into reading instruction and provides practical insights for educators and policymakers aiming to enhance literacy outcomes through technology-enhanced pedagogical strategies.

This study investigates the critical role of MAPEH (Music, Arts, Physical Education, and Health) teacher-coaches in integrating sports within the Philippine basic education system, with an emphasis on their competencies and experiences in sports coaching. Grounded in Kolb's Experiential Learning Theory, the research examines how the personal sports backgrounds of MAPEH teachers influence their effectiveness in coaching roles in Cluster 1 Junior High Schools in Philippine Basic Education System. Through a comparative-correlational approach, data was collected via surveys, focusing on variables such as coaching experience, athletic background, certification, success, knowledge of sports and sports professional assessment, development and management. The study reveals that MAPEH teacher-coaches with robust sports experiences and certifications are significantly more effective in their coaching roles. It also identifies gaps in the current professional development programs, highlighting the need for targeted support to enhance the coaching competencies of these teachers. A key outcome of this research is the proposal for a Coaching Eligibility Program, which aims to establish standardized criteria for MAPEH teachers assigned as coaches. This program is designed to ensure that teacher-coaches possess the necessary skills and knowledge to lead effective sports programs, thus elevating the overall quality of sports education within the academic curriculum. The proposed program emphasizes the importance of continuous professional development, certification, and equitable access to coaching opportunities, which are essential for fostering a competent and confident structure of teacher-coaches. The implications of this study underscore the importance of investing in the professional growth of MAPEH teachers, as their enhanced coaching competencies directly contribute to the success of school sports programs. By supporting teacher-coaches through structured eligibility criteria and professional development, the education system can achieve a more effective integration of academics and athletics, ultimately benefiting both the educators and the educational institutions.

The Philippine basic education continually languishes at the bottom in programme for international student assessment (PISA) and low achievement in national achievement test (NAT) thus the need for creative learning supplementation is a must. This study attempted to use reading as platform to engender science learning thereby hitting two goals in one intervention. Six contextualized science-infused reading materials were developed corresponding to the six topics in grade 7 science and utilizing the analysis, design, development, implementation, and evaluation (ADDIE) model as the developmental framework. The material passed the department of education criteria in terms of language evaluation and format while the content was evaluated by field experts. The material has an average lexical density of 51.45 and Flesch-Kincaid grade level of 7.80. The pandemic limited the target respondents to 54. Initial results showed that the material can possibly contribute to science learning based on the medium normalized gain. In terms of intrinsic motivation, all areas were rated high indicating that the users are well-motivated in using the reading material. The material also points to its potential to positively impact reading fluency. It is recommended that similar material be developed for all physics content in all levels from grade 3 to grade 10 and possibly be replicated in other science area.

The integration of information and communications technology (ICT) in the engineering graphics, and design (EGD) classroom is essential to enhance learning by providing learners with advanced tools to understand abstract EGD concepts. However, there are few challenges that are proving to be a stumbling block. Hence, this study is to investigate the barriers that prevent effective integration of ICT in EGD classrooms. Nine EGD teachers from technical schools in the uMgungundlovu District of KwaZulu-Natal (KZN) Province in South Africa were purposively sampled. The primary objective of this study was to investigate specific challenges EGD teachers face when attempting to integrate ICT tools into their teaching practices. Therefore, the study was anchored on the unified theory of acceptance and use of technology and self-efficacy theories conceptual framework. To explore the phenomenon, a descriptive research approach was utilized to obtain data. As a result, data was gathered through semi-structured interviews and classroom observations which was analyzed thematically. The findings revealed a lack of ICT tools in some of the technical schools, security breaches leading to the stealing of ICT tools, and had teachers with limited technological skills, all of which contributed to hindering the effective integration of ICT in EGD classrooms. Based on the findings, the study recommends the department of basic education (DBE) in KZN to equip schools without ICT resources and implement stronger security measures to protect these resources. Moreover, the study further recommends DBE to take action to empower teachers with limited technological skills by providing training on ICT usage.

Reading comprehension is an essential skill in basic education, as it conditions learning in all areas and reflects students' cognitive and social development. However, international assessments such as PISA and LLECE have shown low levels of performance in this skill in Latin America, where difficulties in inferring, critically analyzing, and maintaining motivation to read persist. In response to this, active methodologies have emerged as innovative alternatives that place students at the center of learning, encouraging their participation and autonomy. The purpose of the study was to identify the main problems in reading comprehension among elementary school students and to propose strategies based on these methodologies. A mixed design was applied, with a literature review and a pilot study in two educational institutions with 60 fifth- and sixth-grade students. The intervention included project-based learning, flipped classroom, and cooperative learning for eight weeks. The results showed improvements in inferential and critical comprehension levels, greater reading motivation through gamification, and an increase in student participation and autonomy. It is concluded that the systematic integration of active methodologies promotes reading comprehension and more meaningful learning.

ABSTRACT Early Childhood Education and Care became part of Ghana’s basic education, yet the involvement of male teachers in the sector has not seen any significant improvement. While efforts are being made by the Ghana Education Service to address this imbalance, the issue of gender disparities in terms of the number of males compared to female teachers remains a challenge in most early childhood learning centers. This paper examines the perceptions of male students pursuing early childhood education and care programmes at the University for Development Studies in Ghana. Interview data were gathered from undergraduate students pursuing early childhood education and care. The results showed that the involvement of male students in early childhood education and care is not only beneficial but also essential for the education of children in their formative years. Male teachers in early childhood education and care also play a crucial role in nurturing children during their early years of schooling. The study recommends that the inclusion of more male teachers in early childhood education and care in the country should be encouraged.

This paper presents the implementation of neurodidactic strategies aimed at enhancing the learning of fundamental mathematical operations in 60 seventh-grade students at the Fiscomisional Cinco de Mayo Educational Unit (Chone, 2025–2026 period). The "Multisensory Calculation Classroom" strategy was implemented, combining manipulative materials, visual resources, and practical dynamics. Data was collected through interviews with two teachers, student surveys, and observation forms administered before and after the intervention. The findings indicate that 52 out of 60 students (87%) understood operations better with step-by-step explanations, and 33 out of 60 (55%) considered mistakes as learning opportunities. It is concluded that neurodidactic strategies promote understanding, participation, and the emotional atmosphere in the classroom, so their continued application in basic education is recommended.