Different Levels Of Study Research Articles

Exploring students’ learning from home under a health emergency: the experiences of undergraduate students and postgraduate students

PurposeThe outbreak of the COVID-19 pandemic led to the rise of online learning in Hong Kong. Online learning was identified as the only solution to meet students’ learning needs in the higher education sector during this chaotic period. This research aims to explore students’ perceptions of online teaching and learning from home under a health emergency via a comparison of undergraduate and postgraduate students’ experiences.Design/methodology/approachA total of 174 postgraduate students and 286 undergraduate students in various universities and colleges in Hong Kong were surveyed in this study.FindingsThe results show that postgraduate students generally gave more positive feedback on individual and environmental prerequisites, alongside pedagogical and institutional support, and were more motivated in online classes as compared to undergraduate students. Undergraduate students considered the shift to online education in light of the COVID-19 pandemic to be timely and rated their level of discipline with respect to online learning higher than did postgraduate students.Originality/valueThis study enables educators to better understand the first-hand experiences of students across different levels of study in Hong Kong, as well as to examine the possibility of establishing online education as a more prevalent mode of study in the future. The COVID-19 pandemic has educated us on the significance of being well-prepared to ensure quality education continues when emergencies and disturbances arise.

English Major Students' Preference Towards the Language Teaching Methods Used by English Language Instructors at Hebron University

Teaching methods have an impact on the learning process and it may or may not be useful for the students. This study explores the preferred teaching methods of English language used by English language instructors among a sample of English major students from Hebron university in Hebron, Palestine. 100 participants took part in this study. They are between 18 and 28 years old. Regarding their gender, eighty-four are females and sixteen are males from different levels of study. The study employed a quantitative research methodology. The researchers used a 15-item questionnaire to gather data. SPSS was used to analyze the data. Finding shows that the students prefer using communicative activities (Mean=3.34) and using technology (Mean=3.29) in the teaching process. The researchers concluded with a number of recommendations. The teachers should make a combination of teaching methods and techniques. Thus, the method will be successful, more effective and makes the teaching process efficient. In general, the results of the study may help instructors to become more professional and this is going to be reflected in their students' performance.

Adoption of Open Educational Resources to Transform Postgraduate Studies and Practices

The purpose of this article is to present the unique challenges faced by postgraduate students, which require specific practices to ensure study completion. Narrative inquiry was used as a methodological framework to uncover current realities within postgraduate studies and practices for previously disadvantaged students in South Africa. Arguments were tabled based on first-hand experiences among the two postgraduate students and their supervisor. The two postgraduate students narrated personalised learning in this article at different levels of study. The research project resulted in the designing of personalised learning strategies, using the open educational practice (PLUOEP) model, where each student discussed open educational resources (OERs). This model enabled both students to take control of their learning by setting their own goals, making choices about their learning activities, and reflecting on their progress. In this study, the level of autonomy and agency allowed students to develop a positive mindset and belief in their ability to succeed. This article discusses how students’ individual beliefs and expectations about themselves influenced their behaviour and ultimately led to the realisation of concrete beliefs and expectations. The lessons from this study described how learning was owned by two postgraduate students who tailored their learning to their individual needs and interests. The study found that there is a lack of knowledge and understanding of OER. The study proposes training and workshops for postgraduate students. Students confirmed the sense of ownership and empowerment in their studies and practices. The study recommends adopting OER in the transformation of postgraduate studies and practices as having a “potential” to decolonise teaching and learning.

Developing the interest for learning through interdisciplinariness in primary class students

From a curricular point of view, the integration of disciplines establishes clear and correct relationships between knowledge, skills, attitudes, values, knowledge. All these belong to different school subjects. The interdisciplinary approach emphasizes the stimulation of content teaching, helps the chosen methods and strategies in solving problems and contributes to the formation of transversal, transdisciplinary, key and integrated skills. Through interdisciplinarity, students develop their interest in learning, and active-participatory methods place children at the center of the learning activity. The strongest argument supporting the field of interdisciplinarity is given by the integrated picture of things and separately. Interdisciplinarity is achieved, horizontally, between subject contents and competences al the same level of study, and also vertically, competences at the same level of study, and also vertically, between contents and competences from different levels of study.

Perceptions of Contested Ottoman Heritage in Europe: An International Study among Students

ABSTRACT The paper applies a quantitative approach to investigate students’ perceptions of Ottoman heritage in five countries (Bulgaria, North Macedonia, Serbia, Croatia, and Hungary) along a recently developed cultural route of Ottoman heritage in Europe. It deals with overall perceptions of Ottoman heritage and its subjective recognition as part of the common cultural heritage on a national scale, within the Balkans, and in Europe. The study is conducted online with 627 students in various professional fields and different levels of study. Findings partially support existing literature that highlights the unfavorable situation of Ottoman heritage in the Balkans due to historical reasons, political connotations, and problems of public acceptance. The study reveals generally restrained perceptions of Ottoman heritage but also attitudes becoming more positive when it is closer and clearer related to tourism. Interesting distinctions based on the participants’ nationality and profile are uncovered. Conclusions are drawn about the contested nature of Ottoman heritage and the opportunities for its utilization for cultural tourism development, which is strongly connected not only to the historical past but also to the current policy that should not serve dubious geopolitical agendas but show mutual respect and reciprocity in support of true diversity, pluralism, and tolerance.

Evaluation of the National Student Funding Aid Scheme (NSFAS) Policy in South African Universities: Implications and Challenges

University education is regarded as the cornerstone of one’s development and transformation, and also for the state. The importance of financial support for a student to acquire university education cannot be ignored. In South Africa, the government offers a couple of funding schemes to support students who persuade their university studies. These include NSFAS, Funza Lushaka Bursary, National Research Foundation funds, etc. These funding schemes can fund students at different levels of study within universities, at undergraduate and post-graduate level. However, this study primarily looks at evaluating the NSFAS policy within South African universities with the aim of investigating the implications and challenges encountered. The study adopts secondary data to achieve its objective. Existing literature is consulted, particularly the scholarly published articles, journals, and published reports. Findings of the study prove that even though the NSFAS policy is doing good to support the poor students who need this funding scheme, however, there are some challenges that are constraining its success such as corruption, poor management, etc. The study recommends a couple of strategies to overcome these issues. The study recommends a constant review and monitoring of the NSFAS policy and its implementation, the appointment of competent and dedicated employees from the national government up to the university level, finding innovative ways of fighting money leakages.

Physiotherapy students' rating on lecturers' and supervisors' clinical education attributes.

Clinical education is considered a vital aspect of education of health science students. Attributes of clinical educators play a crucial role in determining the outcome of clinical teaching and learning. A good clinical educator ensures that students get maximum benefits of the clinical learning experience. To determine the ratings of physiotherapy students on clinical education attributes of lecturers and clinical supervisors. The study was conducted with 81 clinical physiotherapy students from two universities in Ghana. Two copies of McGill clinical teachers' evaluation (CTE) tool were used to obtain students' ratings on their clinical supervisors' and lecturers' clinical education attributes. Independent t-test was used to compare the means of students' level of study and ratings regarding the clinical education attributes of clinical supervisors and lecturers. Students had a high rating on their clinical education attributes of supervisors and lecturers with a mean score of () and (), respectively. Rating on clinical education attributes of supervisors () and lecturers () did not differ significantly between the different levels of study. Clinical physiotherapy students rated the clinical education attributes of their lecturers and supervisors high.

Sport and exercise sciences students’ and teaching assistants’ perceptions of rubrics in tertiary education

Little is known about the use that sport and exercise sciences students of different levels of study at university make of grading rubrics. The aims of this study were to develop a greater understanding of the perceptions students and teaching assistants (TAs) have of grading rubrics when writing and grading laboratory reports, respectively. Results showed that students in the earlier stage of their academic careers had more positive perceptions of rubrics and that students in the later part of their academic careers wanted more specific information from rubrics. Despite having positive perceptions of the rubric, nearly a third of teaching assistants chose not to use the rubric to inform their grading. Grading rubrics were generally well received by students at each level of study and benefits of rubrics included planning and enabling students to understand what to include in a report. Grading rubrics should be presented to sport and exercise students to enhance the educational scaffolding within the learning environment.

Challenges and opportunities for the development of the graphic and digital media studies in Lithuania

The graphic and digital media industry plays an important role in Lithuania and abroad, yet it inevitably faces a lack of specialists in this field. The shortage of professionals in the sector leads to the slower growth of businesses and industry, the lower value of GDP, and, in many cases, unskilled work, poor quality and inadequate presentation of information through different media. These challenges can be attributed to shortcomings of the Lithuanian higher education system. According to the Lithuanian Qualifications Framework, levels 5 (short cycle), 6 (bachelor’s), 7 (master’s), and 8 (doctoral) are classified as tertiary studies. In Lithuania, short-cycle studies in the media industry sector are still not available as the main focus is on the training of bachelor’s and master’s degree specialists. The article analyses and presents the peculiarities of the Lithuanian education system, competencies, and acquired qualifications in different levels of studies. During the research, Lithuanian higher education institutions were compared, such as universities and colleges – higher education institutions (kolegijos in Lithuanian), which provide study programmes in different field related to the media industry. In addition, the role and potential of vocational schools in training media technology specialists is presented. The results of the research show that the role of the Lithuanian education system is vital for the media industry. However, the potential is underexploited due to poor students’ career guidance, lack of specific practical skills, or the worsening demographic situation in the country. The significant shortage of specialists can be related to the global pandemic, which had a negative impact on the learning process and, at the same time, forced the search for new teaching methods and tools. The analysis of the education sector’s capacities to ensure smooth, rapid, and efficient training of specialists suggests that more emphasis should be placed on the training of media specialists in the narrow field within a relatively short period time. Such a study concept can be implemented in short-cycle studies when a specialist in specific media is trained through the synergy of a higher education institution and an industrial enterprise within a year and half or two years.

Association between Type of School, Level of Study and Learning Preferences of Nursing Students in Schools of Nursing in Anambra State, Nigeria

Learning preference in this study is the way student nurses in Anambra State Schools of Nursing prefer to learn with their sensory modalities. Visual is preference for graphic information, Aural is for information that is heard, Read/Write preference refers to information that is displayed as words while Kineasthetic preference is linked to the use of experience or practice. These preferences are important in the learning of the students. The study assessed the association between type of school, level of study and learning preferences among nursing students in Schools of Nursing in Anambra state. In this study, descriptive cross-sectional survey was used. About 342 respondents whom were selected by Random Sampling Technique. Instrument used for online data collection was Visual, Aural, Read/Write, Kineasthetic questionnaire version 8.01 and the researcher’s demographic questionnaire. The respondents filled the questionnaire online based on their levels of study. Data were analyzed using Visual, Aural, Read/Write, Kineasthetic standard algorithm, Statistical Package for the Social Sciences version 25. Descriptive statistics was presented in frequency tables and percentages. Chi-square was used to test the hypotheses at p-value < 0.05 significance level. Findings showed that type of school had significant association χ2=37.95; p<0.001with learning preferences of the students while level of study had no significant association χ2=7.33; p=0.12 with their learning preferences. Assessing the learning preferences of the students has been able to bring about a great value in the training of nurses. The knowledge most likely will help educators to formulate a good teaching methods that will be based on learning preferences; the use of diverse teaching methods that address different learning preferences of the students would boost learning and improve their academic performance. Preparation of Nursing Curriculum that utilizes more active strategies to accommodate the diverse learning preferences of the students in their different levels of study is recommended.

Examining students' academic motivation for studying programming languages

AbstractBackgroundThe degree to which Computer Science (CS) and Information Communication Technology (ICT) students are motivated to learn greatly impacts their study habits, academic achievement in school and ultimately their job prospects. In recent times, skills in programming languages have become vital in searching for employment.ObjectiveThis study sought to examine the academic motivation of students to study programming languages and their pursuit of job prospects in the software development field.MethodsThe study adopted the Academic Motivation Scale (AMS) to measure students' motivation. Data was collected from 244 CS and ICT students at different levels of study at Ho Technical University (HTU) who responded to an online questionnaire. Exploratory factor analysis (EFA), reliability analysis, independent samples t‐test and confirmatory factor analysis (CFA) were conducted using IBM statistical package for social sciences (SPSS) and IBM analysis of moment structure (AMOS), respectively.Results and ConclusionsThe results showed no significant difference in students' motivation to study programming languages in the university between those who had prior programming languages and those who had none. Also, the results showed no significant difference in the motivation of students to study programming languages between those with and without working experience. The results showed a significant difference between those who want to and do not want to pursue a career in software development and their study motivation of programming languages.TakeawayCourse instructors should emphasize connections between course goals and future employment opportunities.

Artificial Intelligence and Business Studies: Study Cycle Differences Regarding the Perceptions of the Key Future Competences

The purpose of this article is to identify the differences in various aspects of the perception of artificial intelligence by students of economics and business studies at different levels of study and, on this basis, to formulate recommendations both to the higher education institutions themselves, which educate in the field of economic and business sciences, as well as to curriculum designers. First, we utilized descriptive statistics to analyze the responses for each construct among undergraduate and postgraduate students. In the second part, we employed the Kolmogorov-Smirnov and Shapiro-Wilk tests to assess the normality of data distribution. Finally, in the third part, we employed the non-parametric Mann-Whitney U test to identify the differences between undergraduate and postgraduate students. The results show that statistically significant differences can be identified especially in how students of both study levels see and understand the importance of AI. Although we did not identify significant differences between students of both levels in how they see their role in the future labor market, which will be (or already is) characterized by artificial intelligence, we must emphasize that students of both levels evaluate their roles modestly in this respect. Therefore, on this basis, we have made recommendations for more active development and integration of AI in the study process; the article presents important suggestions for improving education to prepare students for the business world of artificial intelligence.

Distinct signatures on d-galactose-induced aging and preventive/protective potency of two low-dose vitamin D supplementation regimens on working memory, muscular damage, cardiac and cerebral oxidative stress, and SIRT1 and calstabin2 downregulation.

Chronic administration of d-galactose (d-gal) in rodents reproduces the overproduction of reactive oxygen species of physiological aging. The present research shows for the first time distinct signatures on d-gal-induced aging (500 mg/kg, 6 weeks) and the preventive and protective potential of two vitamin D (50 IU) supplementation regimens (pre-induction and simultaneous, respectively) in two vital organs (heart and brain). d-gal-induced notorious alterations in working memory, a strong increase in brain malondialdehyde (MDA) oxidative levels, and strong downregulation of sirtuin 1 (SIRT1) in the heart and hippocampus and of calstabin2 in the heart. Cardiac and brain superoxide dismutase (SOD) and glutathione peroxidase (GPx) enzymatic antioxidant capacities were damaged, brain calstabin2 was downregulated, and neuropathology was observed. Heart damage also included a moderate increase in MDA levels, serologic lactate dehydrogenase (LDH), total creatine kinase (CK) activities, and histopathological alterations. The used dose of vitamin D was enough to prevent cognitive impairment, avoid muscular damage, hamper cardiac and cerebral oxidative stress, and SIRT1 and calstabin2 downregulation. Most importantly, the potencies of the two preventive schedules depended on the tissue and level of study. The pre-induction schedule prevented d-gal-induced aging by 1 order of magnitude higher than simultaneous administration in all the variables studied except for SIRT1, whose strong downregulation induced by d-gal was equally prevented by both schedules. The benefits of vitamin D for oxidative stress were stronger in the brain than in the heart. Brain MDA levels were more sensitive to damage, while SOD and GPx antioxidant enzymatic activities were in the heart. In this order, the magnitude of SOD, MDA, and GPx oxidative stress markers was sensitive to prevention. In summary, the results unveiled distinct aging induction, preventive signatures, and sensitivity of markers depending on different levels of study and tissues, which are relevant from a mechanistic view and in the design of targeted interventions.

Investigation into the transition to online learning due to the COVID-19 pandemic, between new and continuing undergraduate students

Higher Education Institutions (HEIs) were required to rapidly respond to the COVID-19 pandemic, integrating online and blended learning approaches to sustain teaching and learning provision. However, limited evidence exists to understand the student experience and perception of the various methods of online learning, in particular across different levels of study (new and continuing students). Therefore, the aim of this study was to compare the experiences of online learning transition, between new first year undergraduate students and continuing second and third year students, enrolled on various undergraduate sport programmes. A total of 182 students responded to an online survey, which investigated the students’ perceptions of online learning approaches. Participants were split according to level of study; [Level 3 (Foundation Year) and 4 (First Year Undergraduate) combined N = 62, Level 5 (Second Year Undergraduate), N = 51 and Level 6 (Third Year Undergraduate), N = 69]. Key findings highlight that both new and continuing students had an overall negative perception of online learning but did acknowledge that online learning provided a more flexible approach to their overall learning experience compared to face-to-face. Face-to-face teaching was deemed more engaging and sociable, in particular for the practical aspects of the programmes. Overall, there were no significant differences between the different levels of study for any of the questions asked. Although continuing students raised the difficulties of conducting practical sessions online, whereas this was not mentioned by new students. To conclude, this study provides novel insights into the experience of new and continuing students, and we advise that future blended learning strategies should consider the programme as a whole, rather than tailoring pedagogic strategies based on the level of study.

Digital media education and its role in promoting moral and educational values ​​for middle and high school students

As a result of the tremendous development in communication and media technology, and the combination of the communication process with the techniques of the World Wide Web (Internet), which resulted in electronic media, social networking sites, applications and various media with the so-called concept of digital media, through which many information is published that includes messages with informative content and content. With multiple goals and objectives characterized by an influential and directive power in the diversity of programs and their employment by attracting attention, influencing and persuasion. The digital media has made some of its users passive recipients who do not think and verify the media content, much of which affects the social, moral and educational values ​​of the target audience that interests us in our research students . Media experts, the World Organization, UNESCO, and various countries of the world have pushed to search for what protects their citizens, especially students and youth, to immunize them from dangerous content and media content, and because of the huge amount of information that is sent by digital media via the Internet, making it difficult to control, block or censor, led This is the adoption of the concept of digital media education to meet the challenges of great media openness. The research depends on important points, identifying the concept of digital media and education, the importance and goals achieved from media education and the most important advantages that qualify it to protect and fortify the recipient, and define the most important characteristics of digital media education that emphasizes the awareness of the recipient to the media about the risks and benefits that the student receives through realizing thinking skills The critic with analysis and interpretation, makes the student a positive recipient capable of how to deal with digital media in a positive and optimal manner, and to identify the problematic relationship between education and digital media to be two main pillars for the advancement of the educational process and its development and its relationship with the student and the school and the need to deal with digital media education within the curriculum of the Ministry of Education To create a conscious generation of students with a sound community media culture, given that media and education complement the other in community service. The research phenomenon was verified through field procedures for the research community, which is middle and secondary schools. Appropriate samples were selected from middle and second school students according to different levels of study from the middle and secondary classes, and samples were selected according to the mental level of the students and the gender variable for male and female students. The questionnaire was distributed, which was Directing questions related to the research and a variety of axes, including the role of digital media education in immunizing students from the negative and positive effects of digital media, knowing the most important types of media and applications in digital media, and the uses, motives, goals and functions provided in digital media, as well as the problems and obstacles facing students The impact of the use of digital media, and the need for a media education that cares and monitors the use of the media message, and immunizes them from the slippery slope of Western culture and the moral violations that tear the building of the student’s personality, which works to keep him away from the academic atmosphere and thus poses a threat to the future of a healthy society.

Marine Environmental Knowledge and Attitudes among University Students in Hong Kong: An Application of the Ocean Literacy Framework

In this study, we assessed the general marine environmental knowledge and attitudes of university students from eight public universities in Hong Kong. The Ocean Literacy Framework and revised New Ecological Paradigm (NEP) were used as tools for questionnaire development. Data were collected via in-person and online surveys. An in-person survey was conducted at the university canteen from 16 May to 24 May 2017, and an online survey was conducted via email from 1 May to 31 May 2017. A structured questionnaire was provided to interested students from different levels of study and majors. Data obtained from these surveys were summarized based on participants' correct answers in the general knowledge section and five-point Likert scaling for attitude statements. Results show that Hong Kong university students possess moderate marine environmental knowledge and pro-environmental attitudes. Knowledge scores significantly correlate with demographic variables, such as major of study, gender, institution, and parents' education. Students' pro-environmental attitudes are associated with different factors, including participation in various marine recreational activities, taking marine-related courses, and attachment to conservative marine initiatives. The study results have implications regarding the advancement of marine environmental knowledge and the pro-environmental attitudes of university students, such as mapping a well-structured pathway for disseminating marine environmental knowledge, curricular involvement, and the development of an integrated web resource.

Pregovaranje etničkog identiteta - šta znači biti srpski student na Bečkom univerzitetu

This paper explores the strategies employed by Serbian students studying in Vienna in negotiating their ethnic identity. Negotiation strategies are defined as the processes through which individuals reconcile their internal understanding of ethnicity with external definitions. This involves examining the extent of alignment between these two perceptions and the mechanisms immigrants employ to bridge potential disparities. The study places particular emphasis on the interactions of Serbian students with the majority ethnic group in both informal and formal settings, contextualized within contemporary Austrian society. The research employs a mixed methods approach. In the initial phase, data collection was executed through an online focus group interview, involving the participation of six students with diverse socio-demographic characteristics. This preparatory phase laid the groundwork for the subsequent stage, which revolved around the development and deployment of an online questionnaire. The online questionnaire was completed by 287 students from various universities in Vienna, spanning different levels of study. Based on the collected data, the paper concludes that Serbian students in Vienna are faced with an external definition of ethnicity that does not match their internal one, and that they resolve this discrepancy through various mechanisms of adapting their own ethnic identity to the requirements of the new social context.

Studying the Structure of the Sound of Russian Speech by Chinese and Ghanaian Students in a Digital Format: a Linguodidactic Aspect

The purpose of the research is to study the peculiarities of the structure of the sound of Russian speech by Chinese and Ghanaian students at different levels of study, based on experimental phonetic programs. The subject of the study is the intonational structure of the main communicative intentions: greeting, address, completion, incompletion, a question without an interrogative word, a question with the Russian conjunction «а» (“and”), a positive evaluation and surprise. The study contributes to the creation of an ethno-oriented methodology for teaching Russian intonation. The scientific novelty is in the analysis of the sound of the Russian speech of foreign students at the syntagma level in comparison with that of a native Russian speaker using the Praat and Lingvodoc programs. The results of the study consist in the visual representation of the peculiarities of the structure of the main communicative intentions in the Russian speech of Chinese and Ghanaians to predict and correct errors at the level of intonation.

Undergraduate and Graduate Students’ Beliefs about Dyslexia: Implications for Initial Foreign Language Teacher Education

The purpose of this study was to explore undergraduate and graduate students’ beliefs about dyslexia at the Department of English Language and Literature of the University of Sarajevo in Bosnia and Herzegovina and subsequent implications for initial foreign language teacher education. The study follows a convergent parallel mixed methods design. A questionnaire was used to gather quantitative data on students’ beliefs about dyslexia and to consider potential variances at different levels of study. A group interview was used to gather qualitative findings for further consideration in initial teacher education on dyslexia and other specific learning difficulties. The findings have shown that both undergraduate and graduate students have an almost equal number of misconceptions about dyslexia, with the majority (96.03%) affirming that they need more training in teaching students with dyslexia or other specific learning difficulties. Furthermore, the study follows an emergent framework with reference to three main themes: (1) teacher beliefs and attitudes, (2) teaching practices, and (3) teacher preparation, which also reflect the main areas of undergraduate and graduate students’ concerns in teaching students with dyslexia and other specific learning difficulties.

Editorial

Editorial Nuraan Davids and Ilham Nasser In a rather unremarkable way this special issue brings together two deeply misunderstood and misrepresented themes: Africa and Muslim education. Unremarkable, because as articulately expressed and described in this volume, Islam and Muslims are deeply etched into the African milieu, reverberating across a kaleidoscope of tradition and culture. Africa has always known the presence of Islam’s vibrancy in much the same way as Islam has always enjoyed a sense of belonging in the sacred primordiality of Africa’s soil. And yet this vibrancy has largely been obscured. This issue contributes to changing the discourse of casting Africa under a dark, uncivilized veil to justify the colonization not only of her people but her soul. It sheds a new light on various Muslim communities and more specifically on education and brings into question the misinformed constructions of Muslims as the archetypal “Others.” If the West is progressive, modern, educated, and rational, then both Africa and Islam must be backward, uncivilized, uneducated, tradition-bound, irrational, and obsolete—in need of both liberation and re-civilization. Together with Christianity, Islam is the most common religious affiliation in Africa, followed by several traditional African religions. Islam constitutes a majority religion in many African countries, especially in the north of the continent. In Mauritania, Somalia, Algeria, and Morocco, at least 99% of the population is Muslim. As of 2019, 16% of the Muslims worldwide live in sub-Saharan Africa, while 20 % of them live in the Middle East and North Africa (MENA) region (Statista, 2022). In this issue, scholars from the continent, Muslim and non-Muslims alike, share their work to bring attention to current educational experiments and challenges. It is true that not all regions are represented here, and this issue does not bring to light all of Africa’s many diversities in education, but we believe it opens the door for discussions on topics pertinent to Muslim learners and sheds light on educational matters on the continent. This special issue is not only about reawakening African voices on education in Muslim communities. These voices have always been unwavering in both their preservation and perseverance. We recognize the longstanding (oral) traditions that serve as the foundation for a volume such as this. Nevertheless, this special issue is about proclaiming a body of [End Page 1] knowledge that has long given shape and meaning to what it means to be Muslim and African—revealing a remarkable cradling of one another. How knowledge is valued, normalized, and disseminated plays a critical role in the construction of hegemonic identities, and in the end, whose lives matter. Consider, for example, debates on which is the world’s first university. Commonly, preference is given to the University of Bologna in Italy, established in 1088 as the oldest university in the world. Situated in Fez, Morocco, however, is the University of al-Qarawiyyin, which was founded by Fatima bint Muhammad Al-Fihriya Al-Qurashiya, in 895. On offer at the University of al-Qarawiyyin were philosophy, astronomy, and mathematics taught by teachers who included Al-Idrisi, Ibn Khaldun, Ibn al-Arabi, and Leo Africanus. Between the 12th and 15th centuries, the university attracted students from Africa and the Middle Eastern territories as well as Europe. It was the first institution to award degrees according to different levels of study, in Islamic studies, mathematics, grammar, and medicine. And yet, not only does the presumption of universities as a European creation persist, but scant attention is afforded to the influence of Islamic scholars on Western thought. This issue is especially significant to us as an editorial team, least because it is the first special issue for JEMS. Alongside our commitment to mentoring traditionally excluded and marginalized voices, we see this special issue as yet another first for JEMS—one that we hope will stimulate renewed ideas and perspectives on Muslim education in African contexts as well as elsewhere. We are privileged to provide incredibly rich and diverse contributions from an array of scholars. We open from the south with a special article, Yusef Waghid’s “Re-imagining Muslim Education and Cultivation of Democratic Citizens in South Africa.” He argues in defense of ta’arruf...