This study envisioned to provide light on the practical consequences of employing ICT-based technology in school education by assessing its effectiveness and challenges. The purpose of the study was to examine secondary school teachers’ insights into the efficiency and challenges of implementing ICT-based pedagogical tools in the instructional process. The study participants included male and female secondary school teachers and secondary students from both public and private schools. Three hundred secondary school teachers and 1,500 secondary students were randomly selected from three districts of Punjab: Lahore, Kasur, and Gujranwala. A descriptive survey was conducted. The Data was composed through a five-point likert scale-type questionnaire. Data were examined using both descriptive statistics and inferential statistics. After analyzing the data, it was determined that both secondary school teachers and students have strong, optimistic insights regarding the efficiency of incorporating ICT-based instructions and tools for effective instructional process. But, the majority of secondary school teachers fail to use effective pedagogical tools due to a number of challenges, such as an insufficient number and improper maintenance of ICT tools, limited right to practice ICT tools/resources, improper curriculum, lack of technical/pedagogical support, and inadequate ICT-based pedagogical skills. This study has implications for directing educators, policymakers, and secondary school teachers in utilizing ICT's advantages while overcoming the challenges.

The study was conducted to determine the effectiveness of using ICT tools for disseminating rice production information, to compare among the ICT tools and to explore the contribution of the selected characteristics of the farmers to their use of ICT tools. Data were collected from 340 rice farmers from a population of 2988 from four (4) selected upazillas of Bangladesh. Findings revealed that half of the farmers (50%) perceived moderate effective while 46.5 % and 3.5 % perceived high and low effectiveness of the ICT tools for disseminating rice production information. Based on the descending order of Standardized Effectiveness Index (SEIty) among the ICT tools ‘call center’ ranked first followed by ‘social media’, ‘mobile application’ and ‘internet browsing’. The multiple regression analysis showed that ICT using experience, ICT contact, knowledge of using ICT tools, and attitude towards using ICT tools had significant positive contribution to their perceived effectiveness of using ICT tools for dissemination rice production information. The findings may contribute in policy formulation for improving agricultural extension services and promoting digital agriculture in Bangladesh.

The study examined the perception and readiness of online teaching among lecturers of Colleges of education in Jigawa State. The study was carried out with four objectives, which are to; find out lecturers’ perception on online teaching in Colleges of Education in Jigawa State; identify lecturers’ readiness for the use of internet in teaching in Colleges of Education Jigawa State; find out the; determine the extent of interaction between lecturers’ perception and readiness in the use of mobile phones ,computers, tablets and software applications on the use of online teaching in Colleges of Education in Jigawa State; and assess the extent of lecturers’ utilisation of online teaching in Colleges of Education in Jigawa State. Four research questions and four hypotheses were formulated in line with the above-mentioned objectives. The study employed descriptive survey design with a total population of four hundred and thirty-two (432) and a sample size of three hundred and sixty-four (365) which was arrived at using researcher advisor table. The Data for the study was collected using questionnaire developed by the researcher titled Lecturers’ Perception and Readiness of Online Teaching Question (LPRAOTQ). The data collected were analyzed statistically using Statistical Package for Social Sciences (SPSS) version 25, at both descriptive and inferential levels. At descriptive level, the research questions were answered using mean and standard deviation. At inferential level, the hypotheses were tested using Chi-square and Kruskal-Wallis (H) tests. The findings of the study revealed a significant difference between lecturers' perceptions of online teaching and the actual practice of online teaching. This suggests that lecturers may harbor misconceptions about the practical aspects of online teaching. The study also found that there was no significant difference in the preparedness of lecturers on the use of Internet for teaching in colleges of education in Jigawa State. This finding suggests that lecturers view online pedagogical approaches favourably and do not perceive strong barriers to their adoption. Another finding from the study is that there was no significant difference in lecturers’ perception and readiness in the use of ICT tools for online teaching in colleges of Education in Jigawa State, among other findings. Based on the findings of the study, it was concluded that there was a significant difference between lecturers' perceptions of online teaching and the actual practice of online teaching and It was recommended among others that teacher educators should positively perceived online learning as effective leaning method for teacher education; teachers, school managers and National Commission for Colleges of Education (NCCE) should promote the use of ICT and internet in teacher education institutions; and college management and other relevant stakeholders should provide ICT and internet facilities in the Colleges of Education in Jigawa State.

Abstract Introduction: The current research project subsumes a vibrant analysis of the convoluted essence of reading comprehension, with the aim of exploring the diverse deficits learners encounter to assimilate texts in law in the English language at the Faculty of Law and Political Sciences, University of Bejaia, Algeria. Then, it attempts to find possible remedial solutions for a particular subset of foreign language learners, law students, to whom tasks on legal English pose dreadful pitfalls. Methods: We have employed the experimental method, using an analytic, quantitative approach. Results: The study has revealed the effectiveness of an interactive reading approach using computer-based instruction in addressing learners’ difficulties in comprehending legal English texts, particularly in groups five and six (the experimental groups). The technique has appreciably affected how much time our applicants need to comprehend texts on legal English and how much they understand. Discussion: The experiment has examined the impact of computer-assisted instruction on comprehension rate, micro, and macro skills. The essence of the technique’s noteworthy influence involves adopting the interactive reading approach, timed readings, integrating ICT devices, taxonomies of various types of questions that engage both bottom-up and top-down abilities, and maintaining regularity. This confirms the two hypotheses that address the primary issue of this investigation. Limitations: Learners’ language interference between French and English has allowed for the transfer of reading strategies and skills, potentially impacting their processing of texts and biasing the outcome of this inquiry. Conclusions: This research study advocates the integration of ICT devices in teaching English for law texts to university students. Moreover, it highlights the need to shift from the Ptolemaic view of reading comprehension, which focuses on comprehension levels and neglects readers’ reading rate.

The issue of operational profitability has been the subject of interest for many authors. In the hotel industry, for many years, the focus was primarily on revenue optimization based on the widely used RevPAR indicator. However, the global crisis caused by the pandemic accelerated additional processes and highlighted the need for hotel business managers to pay greater attention to operational costs. As a result, operational goals are shifting from revenue optimization to profit optimization, with GOPPAR becoming the primary analytical indicator. The aim of this paper is to present the possibilities and needs of using dedicated computer systems to integrate cost and revenue data from all hotel systems to create a “profit management” tool. This tool not only facilitates reporting and controlling but also enables dynamic decision-making using simulation methods and basic forecasting techniques.

This article addresses a qualitative research on Speaking Intonation for EFL context within inclusive encounters. This research aims to inspire educators to adopt innovative strategies that ensure equitable access to language learning content. Data gathering conveyed documental analysis, structured interviews, and reflective journals from pre-service teachers. Initial findings might reveal the effective enclosure of ICT tools towards oral linguistic output modeling. In conclusion, pronunciation accuracy may be boosted by means of the rapid development of Information and Communication Technologies incorporation.

This article addresses a qualitative research on Speaking Intonation for EFL context within inclusive encounters. This research aims to inspire educators to adopt innovative strategies that ensure equitable access to language learning content. Data gathering conveyed documental analysis, structured interviews, and reflective journals from pre-service teachers. Initial findings might reveal the effective enclosure of ICT tools towards oral linguistic output modeling. In conclusion, pronunciation accuracy may be boosted by means of the rapid development of Information and Communication Technologies incorporation.

Abstract This study investigated an 18‑week teacher education model grounded in technological pedagogical content knowledge (TPACK). Known as CATERR (comprehending, analyzing, teaching, evaluating, reflecting, and refining), this teacher education model cultivated the computer-assisted language learning (CALL) competencies of 43 content and language integrated learning (CLIL) preservice teachers (PSTs) from Taiwan. The model promotes peer coaching, where participants collaborate, reflect, and refine their teaching over three rounds. The study utilized a multi-method case study and triangulated the quantitative and qualitative data. Quantitative data refers to the TPACK-CLIL questionnaire administered before and after the teacher education model. Qualitative data included lesson plans, self-analysis, teaching demonstration videos, revised lesson plans, classroom discussion records, peer evaluations, and reflection notes. Data analysis involved paired-samples t-tests and descriptive statistics for the coding framework, thematic analysis for qualitative data, and a repeated measures ANOVA to compare three total scores across three rounds using scoring rubrics. Results showed that the CATERR teacher education model enhanced CLIL PSTs’ self-perceived and observed CALL competencies. Specifically, as “digital native” PSTs with high levels of technological knowledge (TK), they successfully transferred their TK into TPACK by adding pedagogical values and contextualizing the ICT tools in their CLIL lessons. Meanwhile, their ability to use ICT tools to facilitate interaction and students’ autonomous learning substantially improved. The theoretical and pedagogical implications for CALL teacher education research and practice are discussed.

Information Communication Technologies are vibrant ways to significantly boost the agricultural sector by providing farmers with access to vital information, input availability, and online financial transactional services like DBT covering PM-KISAN Samman Nidhi, agri-input subsidies, and domestic gas subsidies. The study was conducted in 2024 to find out the major ICTs tools’ use, accessibility, knowledge level, and major barriers faced in use by collecting data from 150 randomly sampled farmers of Harda district of Madhya Pradesh. Data were collected by using a pre-tested structured interview schedule and analyzed with appropriate statistical tools. The majority of respondent farmers (68.45%) had a medium knowledge level about ICT tools. Education, annual income, social participation, mass media exposure, and extension contact expressed significant positive correlation with accessibility of major ICT tools among farmers. The major barriers were observed with Garrett’s ranking techniques. The farmers, especially young farmers, possessed the ICT tool like a smart mobile only for personal entertainment and interconnectivity, rarely using it to access agricultural knowledge for improvement. The backstopping of farmers to boost digital literacy for agricultural development and ICT adoption could be augmented by organizing educational campaigns and training.

The study was conducted in 2024 to assess the knowledge and accessibility of common ICT tools, training need assessment, and attendance in programs for ICT applications. A total of 248 public extension workers, chosen from four coastal districts, were split into two groups based on their hierarchical responsibilities. While both groups were aware of fundamental ICT tools like PCs and smartphones, there was a notable difference in advanced tools like AI interfaces, drones, and modern digital accessories. While Group 2 (junior officers) demonstrated greater exposure to emerging technology, they were less skilled in basic digital document management, which was prioritized for training. Group-1 members expressed the most prominent training needs in basic troubleshooting and cybersecurity, along with Google tools. There was an overall increasing trend in participation in activities related to ICT applications for years, which showcases a sort of optimism in skills’ upscaling efforts.

ABSTRACT This paper presents the theoretical background of complex innovative teaching methodologies based on the communicative constructivist pedagogical approach. Key elements are modern methods for mapping the competences to be developed, as well as the use of interactive methods and multimedia. The use of interactive and multimedia tools ensures the effective development of these competences and motivates learners. Modern ICT tools play an important role in the development of the specific competences identified. One of the aims of this paper is to review the theoretical background of multimedia and to present pedagogical models that justify the need for a methodological paradigm shift in both public and higher education. Finally, the paper draws attention to the usefulness and systematisation of digital solutions for the specific purpose of developing different competences in the context of experiential pedagogy.

Urban Cycling Lab: A citizen science protocol for assessing and reducing exposure to environmental stressors among bike commuters

Profile and Constraints faced by the cotton growers towards utilization pattern of ICT tools in the Marathwada region of Maharashtra

This article analyzes the main factors and necessary conditions that influence the process of shaping students’ pedagogical values. It highlights the importance of the educational environment, curricula, practical training, moral education, the use of ICT tools, scientific research activities, and professional reflection in developing these values among students.

Introduction: In recent decades, numerous studies conducted both in Greece and worldwide highlight the lack of student interest in the natural sciences, which contributes to a broader crisis in scientific literacy - including the knowledge, attitudes, and skills associated with it. Therefore, the search for appropriate teaching models, combined with the use of ICT in the educational process - particularly in the field of adult education, including Second Chance Schools (SCS) - has become a modern educational objective. Purpose: To study and statistically analyze the teaching approaches and ICT tools incorporated into their instruction by Scientific Literacy educators in Greece’s SCS, in comparison to their demographic and professional characteristics. Method: The research employed a structured questionnaire distributed via email to Scientific Literacy educators in SCS across Greece. The survey focused on three main research question groups. Using factor analysis, correlations among variables were explored, and the most significant ones were further analyzed using the chi-square test. Results: 6% of SCS Scientific Literacy educators use the “collaborative teaching” model, with 55.3% of them aged 36–45 (p<0.01). The “experimental teaching” model is avoided by 76.3% of female educators (p<0.05), 84.6% of educators under 35 (p<0.01), and 100% of those with little or no teaching experience (0–3 years) (p<0.05). 4% of educators apply inquiry-based teaching; of these, 33.3% are second-subject educators (p<0.01). Of the 39.4% who apply collaborative learning, 55.3% are aged 36–45 (p<0.05). 7% of educators with minimal or no teaching experience do not use project-based learning (p<0.05). 5% of educators use computers daily, with 56.3% being second-subject educators. 1% do not use interactive whiteboards, 72.7% of whom are physicists, chemists, or second-subject educators (p<0.05). 8% frequently use the Internet, and 38.1% of those who frequently use educational software apply differentiated instruction (p<0.05). 7% use ICT tools primarily for lesson demonstrations. Of the 47.0% who use ICT to support traditional teaching, 67.7% apply the “traditional teaching” model (p<0.01). 3% of the 34.8% who use experimental teaching use ICT tools for simulation experiments (p<0.01). Conclusion: The majority of Scientific Literacy educators in Greece’s SCS do not prefer experimental teaching and mainly use ICT tools for demonstration purposes.

This empirical paper explores South African preservice accounting teachers’ perceptions of ICT integration in secondary schools’ accounting curriculum practices. Since 2020, curriculum practices have been characterised by disruptions to traditional teaching and learning methods, including those brought on by the COVID-19 pandemic. Curriculum practices in accounting were not unnoticed. These sparked discussions about pedagogical changes, academic continuity, and the future of accounting curriculum practices. The theoretical framework used to guide the research process is connectivism. The theory is about forming connections between people and technology and teaching and learning in a connectivist learning environment. Connectivism promotes a lifelong learning perspective by training teachers and students to adapt to a fast-changing environment. An interpretive paradigm underpins this qualitative research paper. The data were collected from semi-structured interviews with five preservice accounting teachers about how they navigated pedagogy while switching to digital curriculum practices. Thematic analysis was used. The findings revealed that preservice accounting teachers faced challenges in ICT integration during school-based training, including limited resources, inadequate infrastructure, and insufficient hands-on training. While ICT tools enhanced learner engagement, barriers such as low digital skills and a lack of technical support hindered effective use. Participants highlighted a disconnect between theoretical training and classroom practice, prompting self-directed learning to bridge skill gaps. The study underscores the need for teacher education programs to provide practical, immersive ICT training to equip future educators for technology-driven classrooms.

The purpose of this paper is to discuss the impact of GeoGebra on pre-service teachers’ perceptions toward the teaching and learning of geometry. Pre-service teachers, according to research, struggle with geometric concepts. Geometry knowledge assists pre-service teachers in developing basic and higher-order mathematics skills. This research looked into pre-service teachers' perceptions and use of GeoGebra in geometry teaching and learning. In this study, a quasi-experimental design was used, with one group receiving post-intervention questionnaires. This paper presents a case study of 74 first-year pre-service mathematics teachers at the college level of education. Questionnaires and interviews were used to collect data. The quantitative data were analyzed quantitatively with descriptive statistics, while the qualitative data were analyzed qualitatively. The statistical analysis of the questionnaire confirmed that pre-service teachers are willing and will frequently use GeoGebra in mathematics teaching and learning. According to the interview analysis, all the pre-service mathematics teachers believe GeoGebra is an effective ICT tool for teaching and learning geometry. It is possible to conclude that GeoGebra is useful for teaching and learning mathematics. The use of GeoGebra software in mathematics teaching and learning is recommended by this study.

ABSTRACT The COVID-19 era challenged Tonga’s education system and raised questions about course and programme delivery modalities. Although education institutes have invested heavily in relevant ICT tools and technologies to facilitate online and remote learning, student readiness and attitude towards online learning remains a challenge. This study evaluated the impact of critical factors such as quality of courses, digital competence and computer self-efficacy, student attitude and perception, and support mechanisms on a successful online learning environment. A sample of 317 university students based at a local campus in Tonga participated in this research study. The mean results indicate that Tongan students have a strong and positive attitude towards online learning, and that all the critical success factors chosen for the study are important contributors. Multiple regression analysis with positive unstandardised and standardised beta coefficients shows that all the attributes and the five critical factors are effective contributors to the success of online learning. As such, relevant stakeholders in Tonga and the South Pacific can use the validated critical success factors to improve the online facilitation of their courses and programmes.

Citizen e-participation in public service provision has been widely advocated for; however, there are theoretical and empirical perplexities regarding how ICT tools’ interactivity can encourage it. Based on self-determination theory, this article proposes performance expectancy as a mediator and technical self-efficacy and community identity as moderators. Through a 2 × 2 between-subjects experimental design, our findings demonstrate that ICT tool interactivity significantly influences citizen e-participation in public service provision. This effect is mediated by performance expectancy. Simultaneously, community identity plays a decisive role in determining the strength or weakness of the effect of ICT tool interactivity on citizen e-participation. Additionally, the effect of ICT tool interactivity on performance expectancy is largely contingent on technical self-efficacy. This further illustrates that the effects of ICT tool interactivity on citizen e-participation in public service provision are primarily realized through elements of public self-determination. Consequently, ICT design paradigms should shift from a ‘problem-solving orientation’ to an ‘empowerment-focused approach.’ By fostering positive citizen e-participation through well-structured technological interactions, ICT tools can enhance public agency and strengthen participatory governance.

The present condition of the educational facilities in secondary schools in Lagos, Nigeria, is examined in this study. Classrooms, labs, libraries, sanitary facilities, and ICT tools are all examples of educational infrastructure that are crucial for forming learning environments and affecting academic results. However, many secondary schools in quickly urbanizing areas like Lagos suffer from severe infrastructure problems. The study used a quantitative survey approach, collecting information from 384 respondents from various metropolitan areas, including Lagos Baptist Academy and Caleb British International Schools, using standardized questions. The results show that there are several infrastructure problems, with the main issues being inadequate ICT resources (46%), limited classroom space (47.4%), poor ventilation and lighting (54.17%), and poor sanitation (55.47%). Additionally, 67.71% of participants reported frequent or frequent infrastructure failures, indicating the prevalence of maintenance issues. According to the study's findings, inadequate infrastructure severely lowers educational quality and suggests focused investments in digital tools, ventilation, space extension, sanitation, maintenance systems, and improved public-private partnerships. In order to achieve equitable education in Lagos and safer, more favorable learning environments, these efforts are necessary.