ABSTRACT This study investigates how secondary school teachers in Flanders navigate the emotional and political complexities of addressing controversial issues in citizenship education. Drawing on 24 semi-structured interviews with teachers from four different secondary education schools in Flanders, the analysis reveals that teachers predominantly rely on deliberative pedagogies, emphasising rational dialogue, civility and classroom control. While these strategies are often effective in structured discussions, teachers tend to avoid or suppress emotionally charged topics like race and religion due to discomfort or fear of losing control. In doing so, they unintentionally reinforce dominant norms and silence marginalised perspectives, shaping the emotional boundaries of classroom discourse. For that reason, this research argues for a balanced pedagogy that integrates both deliberative and agonistic approaches, acknowledging the essential role of emotions in fostering democratic engagement and addressing diversity in a pluralistic society.

Academic self-efficacy is a critical psychological construct influencing learners’ motivation, persistence, and achievement in foreign language learning; however, empirical evidence in secondary-level EFL contexts remains limited. This study investigated the effects of gamification on the academic self-efficacy of Grade 12 students learning English as a Foreign Language (EFL) in public secondary schools in Chonburi Province, Thailand. Employing a mixed-methods explanatory sequential design, the study first adopted a quasi-experimental pre-test–post-test approach, followed by focus group interviews to gain in-depth insights into students’ learning experiences. A total of 83 students participated, with 42 assigned to an experimental group receiving instruction integrated with Duolingo for Schools and 41 assigned to a control group receiving traditional instruction. Quantitative data were analyzed using paired-sample and independent-sample t-tests. The results revealed a statistically significant improvement in academic self-efficacy among students in the experimental group, with mean scores increasing from 2.85 (SD = 0.45) to 4.10 (SD = 0.35), while the control group obtained a lower post-test mean score of 3.40 (SD = 0.40) (p < .01). Qualitative findings corroborated the quantitative results, indicating that the gamified learning environment promoted engagement, motivation, and autonomous learning through features such as immediate feedback, progress tracking, and game-based challenges. The findings suggest that gamification, when systematically integrated into formal EFL instruction, can significantly enhance students’ academic self-efficacy. This study provides empirical support for the pedagogical value of gamified learning environments and offers practical implications for educators and policymakers seeking to strengthen learner engagement and psychological readiness in secondary-level EFL classrooms.

Secondary education in Nigeria faces increasing demands to equip students with critical thinking and problem-solving skills necessary for higher education and the workforce. Despite policy efforts to introduce multidisciplinary curricula, challenges persist in effectively implementing these approaches in schools, limiting their potential impact on students’ cognitive development. The study employed a quantitative descriptive survey design with inferential analysis to examine multidisciplinary curriculum implementation in secondary schools in Anambra and Enugu States. A multi-stage sampling technique was used to select 500 students and educators from public and private schools. Data were collected using a validated and reliable structured questionnaire measuring demographic variables, problem-solving skills, educators’ perceived challenges, and students’ perceptions of relevance to critical thinking. Questionnaires were administered directly, with ethical standards observed. Data were analyzed using SPSS, applying descriptive statistics, independent samples t-tests, and simple linear regression at the 0.05 level of significance. The results indicate that multidisciplinary education enhances students’ problem-solving skills in both states, with Anambra students recording higher mean scores in applying knowledge (3.15 vs. 3.03), creativity (3.47 vs. 3.37), decision-making (3.20 vs. 3.12), and real-world problem solving (3.10 vs. 2.99), while Enugu students reported greater confidence in handling complex tasks (2.82 vs. 1.84). Educators in Enugu perceived more serious implementation challenges, especially inadequate training (2.82 vs. 1.84) and curriculum overload (2.66 vs. 1.41), though both states shared similar concerns about assessment methods (3.31). Students generally viewed multidisciplinary education as relevant to critical thinking, with Anambra showing slightly higher engagement (3.47 vs. 3.41) and deeper thinking (3.42 vs. 3.33). Regression analysis revealed a moderate, significant impact on problem-solving skills (R = 0.469; R² = 0.220; p < .001), educators’ challenges significantly influenced implementation (t = –8.238; p < .001), while students’ perceptions were not significantly related to critical thinking (p = .289). The study concludes that multidisciplinary curricula hold substantial potential to enhance students’ cognitive skills, but effective implementation requires targeted teacher training, curriculum adjustments, and improved resource provision. These findings offer guidance for policymakers, school administrators, and curriculum planners aiming to strengthen secondary education outcomes.

ABSTRACT This article explores adolescents’ perspectives on relationships and sex education (RSE) in Spain, a context marked by a significant disconnect between robust state policy and inconsistent school-level practice, and shaped by the rise of anti-gender movements. Theoretically, the article introduces and advances the concept of ‘feminist fatigue’ as an analytical tool, connecting it to affect theory and Sara Ahmed’s notion of the ‘feminist killjoy’ to interpret the gendered dynamics of student engagement. Based on findings from a mixed-methods study involving 220 in-depth interviews with secondary school students in Andalusia, the analysis reveals that students’ experiences are strongly gendered. While girls frequently connect RSE to their embodied experiences of vulnerability and structural inequality, boys often express alienation, with some retreating into resistance mirrored in digital ‘manosphere’ type discourses. The school is shown to be a critical site for the construction of gendered identities, where the emotional labour of promoting equality is disproportionately borne by female students, leading to ‘feminist fatigue’. In conclusion, this article argues that moving beyond ‘feminist fatigue’ requires reframing students’ resistance as a pedagogical opportunity and implementing a gender-transformative, structurally embedded form of comprehensive sexuality education that can counter the digital pedagogies of the anti-gender era.

This study examines the relationship between secondary school students' reading culture and their critical reading self-efficacy (CRSE), addressing a gap in the literature on affective factors associated with critical literacy. Understanding this relationship is crucial for promoting sustainable reading practices and fostering critical engagement among adolescents. A correlational survey design was employed with 214 secondary school students (ages 11-14) from public schools in Türkiye. Data were collected using the Critical Reading Self-Efficacy Scale (19 items, four subdimensions) and the Reading Culture Scale (30 items, multidimensional). Reliability coefficients were satisfactory (α = .80 and α = .89, respectively). After confirming normality assumptions, Pearson correlation and multiple regression analyses were conducted to examine the relationships between variables. Students' mean CRSE scores were above average, while their reading culture levels were moderate. CRSE did not differ significantly by grade level or gender, whereas reading culture levels were higher among Grade 8 students compared to Grade 7. A strong positive correlation was found between CRSE and reading culture (r ≈ .63, p < .001). Multiple regression analysis revealed that reading culture was significantly associated with CRSE, accounting for 39% of the variance. Among the subdimensions, personal development and reading relations and basic reading skills were significantly associated with CRSE, whereas visual reading and book selection were not (p > .05). The findings demonstrate a significant relationship between students' reading culture and their CRSE. These results suggest that students with higher levels of reading culture tend to report higher levels of critical reading self-efficacy. Educational programs may benefit from considering activities related to the difficulty and research dimensions of CRSE. Future studies are recommended to examine these relationships across diverse populations using longitudinal or experimental designs.

This study aimed to determine the current level of digital literacy amongst Secondary School Teachers and Students in Jema’a Local Government Area of Kaduna State, Nigeria. It also investigated the influence of gender in digital literacy of teachers and students. Two research questions and two null hypotheses guided the study. The study adopted mixed design involving quantitative and qualitative method. The sample of the study consisted of 120 Students and 12 Teachers randomly selected from six (6) schools, out of the twenty (20) schools in Jema’a Local Government Area while six (6) principals (head of schools) were purposively selected for the study. The Questionnaire and interview guide were used as an instrument for data collection. The Mean, Standard Deviation were used to analyzed Quantitative data from Questionnaire and Qualitative data from interview were transcribed and categorized into emerging themes. Triangulation of data from various sources were used and revealed the level of teacher’s digital literacy. Results of the study indicated the low level of Digital literacy among teachers and students and significant gender difference existed between the two groups in favor of the males. The implications of these findings for sustainable development were highlighted.

The transition from paper-based to computer-based assessment (CBA) has become a major focus of educational reform globally yet concerns remain regarding school readiness in developing contexts. This study examined the level of infrastructural and human capacity readiness for the implementation of CBA in secondary school science subjects for the West African Examinations Council (WAEC) and the National Examinations Council (NECO) in Nigeria. A descriptive survey research design was adopted. Data were collected from 40 public and private secondary schools using a structured questionnaire measuring ICT infrastructure, electricity and internet availability, digital competence of teachers and students, and administrative support. Descriptive statistics, independent samples t-tests, and Pearson product–moment correlation were used for data analysis at the 0.05 level of significance. The findings indicated that both infrastructural and human capacity readiness were generally low to moderate across schools. No significant differences were found based on school ownership or location. However, a significant positive relationship existed between infrastructural readiness and human capacity readiness. The study concludes that effective adoption of CBA in WAEC and NECO science examinations requires simultaneous investment in ICT infrastructure and human capacity development. A phased and equitable implementation strategy is recommended.

The purpose of this research was to find out if environmental remediation methodology can improve environmental consciousness among secondary school students in Sokoto metropolis. Quasi control-experimental group pre-posttest model was employed were 313 students from intact classes of SS2 formed the sample of the study from all public secondary schools within Sokoto metropolis. Students’ Performance Test on Pollution (SPTP) with a reliability index of 0.78 was the instrument used for data collection. Descriptive statistics and independent sample t-test were used to analyzed the data (P=0.05). Utilizing environmental remediation packages was found to increase students’ environmental consciousness. Result also showed no significant difference between male and female environmental consciousness when taught using environmental remediation packages. To improve environmental consciousness among secondary school students, it was recommended that stakeholders should include environmental remediation as an instructional methodology in the Nigerian secondary school curriculum.

The integration of Artificial Intelligence (AI) in secondary education offers transformative potential but also presents significant challenges, particularly in developing-country contexts. This qualitative case study explored senior secondary school teachers’ attitudes, practices, and strategic needs for AI integration in Kicukiro District. Twelve purposively selected senior teachers from four secondary schools (two public and two private) participated in semi-structured interviews, and data were analyzed thematically. Findings revealed that teachers generally perceive AI as a powerful tool for enhancing lesson planning, learner engagement, and personalized instruction, while emphasizing that it should augment rather than replace human teaching. However, integration is constrained by limited infrastructure, inequitable access to digital devices, insufficient professional training, and ethical concerns, including over-reliance on technology and data privacy. Participants highlighted the importance of balanced pedagogical approaches that combine AI with human interaction. The study concludes that effective and ethical AI integration requires inclusive policies, sustained professional development, clear ethical frameworks, and context-sensitive implementation strategies. These findings provide actionable insights for policymakers, school leaders, and teacher education institutions to support responsible and equitable AI adoption in Rwandan secondary schools.

The study investigated the effects of ChatGPT-based instruction using VARK model on academic performance in cellular respiration among secondary school students in Zamfara state, Nigeria. Two objectives, two research questions and one hypothesis guided the study using explanatory sequential mixed method research design. The population was all the 98,417 senior secondary school students for the 2024/2025 academic session in the state. Sample was 93 students for both the quantitative and qualitative phases. Three validated instruments: Visual, Aural, Read/write and Kinesthetic Questionnaire (VARKQ), Cellular Respiration Performance Test (CRPT) and Biology Students’ Perceptions on ChatGPT-based Instruction Interview (BSPCII) were used for data collection. Test-retest method was adopted in establishing the reliability of the VARKQ, CRPT and BSPCII using Cronbach’s Alpha, Pearson’s r and Co⁠hen’s K‍appa correlations which yielded reliability indices of 0.81, 0.82 and 0.79 respectively. Quantitative data were analyzed using mean and standard deviation to answer the research questions and One Way ANCOVA to test the hypothesis at p ≤ .05 significance level while the qualitative data were analyzed thematically. Findings revealed that: the mean academic performance score of the experimental group was greater than that of the control group and secondary school biology students’ perceptions on the use of ChatGPT in learning were positive. The study concluded that ChatGPT-Based Instruction using VARK Model (CBIVM) significantly enhances students’ academic performance and was perceived positively by the students. It was recommended that biology teachers should adopt the CBIVM and senior secondary school students should be encouraged to make better utilization of ChatGPT for personalized learning.

Abstract The teaching of photosynthesis in secondary schools often follows a mechanistic, decontextualized approach that lacks integration with the broader implications of this biochemical process on societal and sustainability issues. Contemporary science education frequently overlooks the significance of photosynthesis for life on Earth and human society. This study aims to identify a Photosynthesis Literacy Framework —a research-based curricular framework designed to promote a more relevant and engaging photosynthesis education that fosters scientific literacy. A Delphi study was conducted to determine pertinent content themes concerning photosynthesis and its essential role in life and human society. A panel of 29 experts, including 12 science educators, nine green scientists, and eight sustainability scientists, reached consensus after three iterative rounds. The study identified four overarching themes, comprising 25 content categories with aligned learning objectives, connected to the three visions of scientific literacy. These themes are: Photosynthesis as a natural science phenomenon; Photosynthesis as a driving force in biological and geological processes and cycles; Photosynthesis and its importance to sustainability; and Photosynthesis from a societal perspective . We propose that the Photosynthesis Literacy Framework be implemented in secondary science education to promote photosynthesis literacy, which plays a vital role in developing informed and responsible citizenship.

This paper compared the impact of instructional materials on achievement in physics concept among secondary students in Apa LGA, Benue State. The study also compared the impact of instructional materials on male and female students in Physics. A quasi-experimental design was employed to compare learning outcomes between an experimental group and a control group. The study population consisted of 4,255 SS II students offering Physics in 15 public secondary schools, from which 165 students were randomly selected as participants. Instruction for the experimental group incorporated appropriate instructional materials, whereas the control group received instruction through traditional teaching methods without instructional support. Data were gathered using a Physics Achievement Test developed from previous West African Examinations Council examination items. The instrument was validated by specialists in Science Education and produced a reliability coefficient of 0.88. Statistical analysis of pretest and posttest scores was carried out using independent-samples t-test at the 0.05 level of significance. The findings showed that students taught with instructional materials demonstrated significantly higher academic achievement than those taught without them. The results further revealed that gender did not significantly influence the achievement of students exposed to instructional materials. The study concluded that the integration of instructional materials plays a critical role in improving students’ understanding and achievement in Physics, regardless of gender. It was therefore recommended

Competence-Based Education has emerged as a transformative framework within Uganda’s educational landscape, emphasising practical skills, critical thinking, and learner-centred pedagogies. This research investigated the practices, requirements, and challenges associated with implementing competence-based education in Visual Arts across selected secondary schools in Mbarara City, Uganda. Anchored in Constructivist Learning Theory and the Taba Curriculum Model, the study employed a descriptive cross-sectional design. Semi-structured interviews were conducted with 12 Visual Arts educators, 6 school administrators, and 2 curriculum coordinators from secondary schools in Mbarara City, Southwestern Uganda. Braun and Clarke’s (2006) framework for thematic analysis was employed to investigate classroom, institutional, and curriculum perspectives concerning the implementation of Competence-Based Education (CBE) in Visual Arts. This methodology offered a comprehensive overview of the efforts and experiences of the participants. The findings revealed that although teachers frequently implement project-based and experiential learning strategies aligned with CBE principles, significant gaps persist in professional training, instructional resources, and institutional support. Major challenges identified included insufficient teaching materials, limited opportunities for professional development, large class sizes, and inadequate integration of CBE-aligned assessment strategies. The study concludes that the successful implementation of CBE in Visual Arts education necessitates continuous teacher training, improved resource allocation, and strong policy support. Recommendations entail targeted capacity-building initiatives, the provision of specialised instructional materials, and the establishment of institutional frameworks to monitor and promote the consistent adoption of CBE practices within Visual Arts classrooms.

Contextual elements are an important part of English reading teaching, directly influencing the cultivation of students’ comprehension of texts and their language application abilities. Based on the vocational English textbooks published by Higher Education Press, this article combines contextual theory with the reality of vocational English teaching to analyze the practical difficulties in the application of contextual elements in current vocational English reading teaching. It explores the teaching effects of contextual elements in resolving vocabulary obstacles,constructing text logic, and fostering cross-cultural competence. Moreover, it proposes practical strategies such as mining teaching resources, building multimodal contexts, and designing stratified context-based tasks, aiming to fully leverage the teaching value of contextual elements, enhance the quality of vocational English reading teaching, and achieve the goal of cultivating core subject literacy.

The integration of Information and Communication Technology (ICT) is increasingly recognized as a driver for educational inclusivity and improved learning outcomes. This study investigated basic ICT literacy as a tool for educational inclusion in under-resourced public secondary schools in Nagazi–Adavi Local Government Area, Kogi State, Nigeria. A descriptive survey design adopting a mixed-methods approach was used. Data were collected through structured questionnaires administered to 344 respondents comprising students, teachers, and non-teaching staff, alongside in-depth interviews with six senior school personnel. Quantitative data were analyzed using descriptive statistics and Chi-square tests at the 0.05 level of significance, while qualitative data were analyzed thematically. The findings revealed that ICT facilities were largely inadequate and that ICT use during classroom teaching was minimal. Although ICT was widely perceived to improve understanding and increase students’ interest in learning, no significant relationship was found between ICT availability and educational inclusion. Although, basic ICT literacy showed a significant relationship with students’ engagement in teaching and learning. In addition, challenges such as inadequate infrastructure, unreliable electricity supply, and limited training opportunities were found to significantly hinder effective ICT integration. The qualitative findings supported the survey results, highlighting infrastructural deficiencies alongside positive attitudes towards ICT. The study concludes that ICT has strong potential to enhance educational inclusion and learning engagement but remains constrained by systemic challenges. It recommends targeted government investment in ICT infrastructure, provision of alternative power sources, periodic ICT training for teachers, curriculum-based ICT integration, and strengthened multi-stakeholder partnerships.

In the 21st century, achieving proficiency in both scientific and digital literacies is crucial for effective societal participation and addressing complex global challenges. However, a significant cultural disconnect often persists in formal science education, marginalizing students' indigenous knowledge. This systematic literature review aims to investigate the efficacy of ethnoscience-based instruction in bridging this gap and enhancing students’ scientific and digital literacies within the Indonesian educational context. Following PRISMA guidelines, a systematic search was conducted in Google Scholar, Scopus, Dimensions, and ERIC. This process identified 28 eligible studies published between 2016 and 2025. Data were analyzed and compared using reported gain scores to evaluate the impact of various instructional interventions. The findings reveal that research in this field is predominantly characterized by Research and Development (R&amp;D) designs (60%), with a primary focus on the secondary school level. The analysis demonstrates that ethnoscience serves as a powerful pedagogical bridge, linking students' local cultural backgrounds to modern scientific concepts. While publications are increasing, a significant disparity exists between the widespread focus on scientific literacy and the emerging, yet underdeveloped, area of digital literacy. Interventions that integrate ethnoscience with digital modalities are effective for general knowledge acquisition but are limited in fostering higher-level scientific attitudes and inquiry when used without a robust pedagogical framework. The results indicate that integrating ethnoscience into established learning models, particularly Project-Based Learning (PjBL) and Problem-Based Learning (PBL), yields significantly more holistic outcomes compared to media-only interventions. These models are uniquely effective in promoting complex competencies, including scientific inquiry, citizenship literacy, and cultural awareness. This study concludes that future pedagogical practices should prioritize structured, model-based integration to fully harness the potential of ethnoscience for comprehensive 21st-century skill development. Keywords: ethnoscience, scientific literacy, digital literacy, systematic review.

Canadian adolescents report poor dietary quality. Smartphone-based nutrition interventions have the potential to improve adolescent diets through food knowledge and purchasing. "SmartAPPetite for Youth" is a smartphone-based nutrition intervention for adolescents that addresses key gaps in the literature. The study objective is to evaluate the intervention for feasibility, acceptability, and usability before undertaking a full-scale randomized controlled study. The study was conducted in March-June 2016, among adolescents aged 14 years attending a secondary school in London, Ontario. Participants received the SmartAPPetite application on their phones, which sent time-based healthy eating messages (max 3/day) and location-based "nudge" messages (max 5/day) for 8weeks. To evaluate recruitment methods, performance of app features, suitability of study instruments, and overall feasibility (measured by the rate of study retention, with a target of 70%), data was collected via the following: (1) a pre-post youth survey; (2) assessing participant experience; and (3) researcher observations. The youth survey included demographic questions, and questions about nutrition perceptions, food intake behaviors, food knowledge, and food purchasing behaviors. Questions about participant experiences included how often they interacted with the app, what they liked, and what they thought should be improved. Of 108 eligible adolescents, 59 consented to participate and 54 completed the follow-up survey. Most participants reported that the app benefitted them and stated that they would recommend the app to a friend. Results from the youth survey show that SmartAPPetite has the potential to influence food knowledge, food purchasing, and food intake behaviors. The implementation review identified some changes to our intervention study design, tools, and the app that are required for it to have the greatest impact in a scaled-up scientifically rigorous randomized controlled study. The results of this pilot study show that the project is feasible, and that adolescents will accept the intervention and enjoy engaging with the app. The app was well accepted, and participants perceived that it was helpful in improving their food knowledge and health behaviors. The primary objective of this study identified some key lessons that can be built upon for a larger study. The impact of the app needs to be properly tested in a full-scale trial.

A Study on Secondary School Teachers' Opinions Towards the National Education Policy (NEP) 2020

Teacher accountability is a critical factor in improving student learning outcomes, yet its influencing factors remain underexplored in Cambodian lower secondary schools. This study addresses the gap by investigating both internal and external factors, such as self-motivation, self-commitment, professional development, peer collaboration, school leadership, policy and regulation, feedback, teaching efficacy, social fund and community engagement that shape teacher accountability. The purpose of the research was to examine the extent to which these factors contribute to teachers’ responsibility in enhancing student achievement. A qualitative approach was employed from document study, focus group discussions and semi-structured interviews with 77 participants, including school management teams, teachers, parents, and students from two provinces. Data were thematically analyzed using NVivo software. Findings revealed that self-motivation and self-commitment strongly drive teacher accountability, fostering persistence, innovation, and professional responsibility. External factors, particularly professional development, peer collaboration, supportive leadership, and active community involvement, further reinforce accountability by providing resources, guidance, and shared responsibility for learning. The study concludes that fostering both intrinsic motivation and supportive external environments is essential for sustaining teacher accountability and improving student learning outcomes in Cambodian lower secondary schools.

Students’ failure in external examinations has been attributed to their poor vocabulary base, exacerbated by teachers’ poor instructional strategies. This study therefore, examined a comparative effect of semantic-mapping, scrabble-game and the combination of both semantic-mapping and scrabble-game on vocabulary achievement of secondary school students in Okene, Nigeria. The objectives were to find out: (i) the general achievement of secondary school students in English spelling and pronunciation in Okene, Nigeria; (ii) the effect of scrabble-game, semantic-mapping and combination of both on the achievement in spelling; (iii) the effect of scrabble-game, semantic-mapping and combination of both on the achievement in pronunciation in Okene, Nigeria. The study adopted a quasi-experimental design of pre-test, post-test and control group using four by two by two factorial design involving three experimental groups and one control group. Four public secondary schools and all the students in JSS II intact classes served as the sample for this study using stratified random sampling technique. An achievement test on vocabulary was adapted from the National Examinations Council and state examinations past questions as instrument for this study. Percentage, Mean and Standard Deviation and Analysis of Covariance (ANCOVA) were used to answer and test the research questions and hypotheses respectively. The findings of the study indicated the general achievements in vocabulary of the students to be low before the treatment (pre-test) but increased averagely after treatment (post-test). Significant effects existed among scrabble-game, semantic-mapping and combination of scrabble and semantic-mapping on students’ achievement in spelling, but not favoring semantic mapping as a single technique; Scrabble-game, semantic-mapping and combination of both had effect on secondary school students’ achievement in pronunciation, The study therefore, recommended that teachers should make use of the combination of Semantic-mapping and Scrabble-game strategy to facilitate effective English vocabulary learning.