Traditional Education System Research Articles

Breaking Traditional Boundaries in Translation Pedagogy; Evaluating How Senior Lecturers Have Incorporated Digital Tools to Enhance Translation Teaching

Digital technology has brought significant transformation in translation pedagogy, mainly in helping lecturers integrate digital tools in teaching translation courses. However, it is significant to gain insights from the experiences of the senior lecturers who are gradually accepting the integration of technology in translation pedagogy. The focus of this paper is to gain insights from Professors in translation pedagogy on their challenges in transiting from traditional teaching systems to digital technological systems, also sharing their solutions to the challenges. Through the use of both survey questionnaires and semi-structured interviews, data was gathered from 93 extensively experienced professors in translation. The gathered data was analyzed using thematic analysis and statistical measures. The results of the data from the interviews showed four main themes, including the theme of transition challenges, the theme of assessment and evaluation challenges, the theme of inclusion and accessibility in digital technology, and the theme of actions the professors had taken in digital technology. The professors confirmed actions such as “finding appropriate online platforms that allowed for real-time cooperation" (Professor 2), "using virtual translation technologies that enabled real-time collaboration on documents" (Professor 5), and "encouraging collaborative translation exercises in real-time Google Docs" (Professor 2)”. The data from the survey questionnaire unveiled specific ways in which digital tools have assisted the senior lecturers in teaching translation courses, including teaching materials for translation courses are now prepared more quickly due to AI technologies, and automated grading systems driven by AI have reduced assessment time and generated feedback for students' translation projects. The Professors generally accepted the impacts of technological advancements, mainly AI tools, in teaching translation and improving the general performance of the learners.

Paths of Encounters: Weaving Roots from Intercultural Education

The article is derived from a PhD thesis in Diversity Training at the University of Manizales and focuses on the impact of intercultural discourse on education, especially in Riosucio of the Department of Caldas, Colombia (2022-2023), where cultural diversity is evident, focusing on the indigenous and peasant population Emberá Chamí and their reservations. The central question investigates how intercultural discourse influences teaching practices in educational institutions with pedagogical models oriented to cultural diversity. It uses the review of literature and relevant data to highlight effective practices in intercultural education, which goes beyond tolerance, promoting mutual understanding and respect for cultural differences. The study highlights challenges in the implementation of intercultural education, resistance in traditional education systems, and the need for adequate teacher training.

Impact of Innovative Education on the Political and Social Life of the Society

Objective: The article presents data on the origin, essence, and philosophy of the concept of STEAM education, analyzes the idea of STEAM education, and its difference from the traditional educational system. Approaches to using the STEAM- system at Western Caspian University are being explored. Various approaches to the interpretation of the term "STEAM-education" are analyzed to identify a modern vision of the definition of the concept.
  
 Theoretical framework: The modernization of the educational system will prevent the aggravation of social problems and allow society to become a more reliable and less unpredictable part of a nowadays global world that should ideally be composed of integrated, inclusive, and cooperating communities. To implement such a new model, it is necessary to establish a well-selected and efficient team. Such a team will be able to develop adequate projects and address existing problems. Experience tells us that a project-based strategy is the most effective way toward an integrated approach to teaching. It will allow us to achieve our main objective, which consists of the training of students that will immediately be able to contribute to a positive and progressive transformation of society.
  
 Results: The system of education has more than just a serious impact on the political structure of society, its dynamism, and perspectives of development. In this regard, we can observe STEM and STEAM methodology mostly applied in schools, replaces the traditional approach when different, isolated, and unrelated subjects are taught. This phenomenon already gives considerable results. We think that this approach is not only applicable to schools but should also be completely implemented at every level of higher education.
  
 Originality/value: Nations and countries where education is still based on the principle “I transmit what I know”, face serious challenges, with little if not any ability to tackle them and lose in global competition. On the other side, nations and countries pay much more serious attention to the essence of education and acknowledge it as the main motor for the development of their society, make efforts to enhance the system, and set the principle “I teach how to get knowledge” as its dominant element. Those societies become the leaders of progress. These dynamics ensure their scientific, social, technological, and, as a result, economic leadership.

Preparing Future Designers for their Role in Co‐Design: Student Insights on Learning Co‐Design

AbstractThe state‐of‐the‐art literature indicates an increasing need for co‐design education as it is imperative to equip future designers with the co‐designing mindset. This derives from the significance of involving ‘people with lived experience’ in co‐design processes to better meet their needs. However, the traditional design education system seems to include mostly individual designing skills, causing a lack of skills in design students to facilitate the active participation of people in co‐design. This paper reports on a case study carried out in a third‐year Bachelor industrial design engineering course with design students (n = 32) and design educators (n = 4) to find an effective and efficient way of preparing future designers for their role in co‐design and to gain insights into design students' experience with learning about co‐design. As an instructional method, a co‐design workshop including the game‐play, game‐modding and game‐design approaches is introduced. The obstacles and confusion of the design students regarding co‐design and co‐design education, which they have documented throughout the year on their personalised logbooks, are explained to eliminate them in the future for smoother incorporation of co‐design education into design education curricula. Lastly, for future designers' mindfulness of co‐design and their role as facilitators suggestions are provided such as accreditation of curriculum activities regarding co‐design education.

Adult education ecosystem: Terminological field and interdisciplinary thesaurus modelling

Introduction. The relevance of the study is provoked by the rapid expansion of the educational environment, the emergence of new actors and educational service providers, which indicate changes in the institutional landscape of adult education and the development of educational ecosystems. Both in the world and in Russia, there is a growing demand for bridging the qualification gap and retraining a significant part of adults. Therefore, a comprehensive study of continuing adult education, including formal and informal education, that is inseparable from the demands of the platform economy, is becoming extremely important. There is a tendency to transform the idea of an educational ecosystem for lifelong adult learning into a well-thought-out educational policy. However, the problem is that the scientific and methodological substantiation of the ecosystem approach and the subsequent development of managerial work to develop the quality of human capital education are impossible without a unified terminological language of description.Aim. The article is aimed at theoretical substantiation of the terminological field and interdisciplinary thesaurus modelling of the adult education ecosystem.Methodology and research methods. The methodological basis is framed by evolutionary, systematic and interdisciplinary approaches to analyse adult education with regard to complex socio-economic and digital transformations. Using theoretical methods, such as critical, conceptual, comparative, thematic content analysis of Russian and foreign publications, the authors described the categorical field of the problem under investigation.Results. The authors have found that the conceptual and terminological field of the adult education ecosystem is shaped at the intersection of four disciplinary areas (ecology, economy, education, digital technologies). Based on the results, the authors identified the concepts and categories that reveal the processes in adult education; and proposed the idea of an interdisciplinary thesaurus and its conceptual model. Using the developed thesaurus, the authors gave a theoretical explanation for new phenomena and processes in adult education, carried out comparative analysis of the ecosystem with the traditional system of adult education. The authors define the adult education ecosystem as an open multidimensional self-regulating educational environment, where different types of education (formal, informal, corporate training) integrate via modern digital tools, providing symbiosis and co-evolution of participants, new patterns of links aimed at making a valuable offer for learners.Scientific novelty. For the first time, the idea and model of the interdisciplinary thesaurus have been proposed to describe transformation processes in adult education; the concept of “adult education ecosystem” has been revealed; the peculiarities of the adult education ecosystem in comparison with the traditional education system have been identified. The adult education ecosystem is explained as a theoretical construct, a socio-economic phenomenon and a management paradigm.Practical significance. The proposed thesaurus provides a unified description language that is in demand in pedagogical, managerial and scientific discourses. This is of particular importance for practitioners, designers of educational programmes, methodologists, managers, providers of various educational forms in the context of reforming the national adult education system, synchronising supply and demand in the labour market, developing tools for regulation and support of lifelong learning.

THE INTERSECTION OF TECHNOLOGY AND EDUCATION: DEVELOPMENT OF DIGITAL GAMING FOR ENHANCED ADDITIONAL MATHEMATICS

In recent years, Education 4.0 has brought about a revolution in the field of education. By innovative teaching methods, such as gamification and game-based learning, the learning experience has been taken to a whole new level. Among these methods, gamification has emerged as an up-and-coming technique for enhancing students' engagement and motivation in various subject areas. Gamification involves incorporating game-like elements, such as point systems, rewards, and challenges, into the learning process. By leveraging the principles of game design, educators can create engaging and immersive learning experiences that help students develop a deeper understanding of the subject matter and ultimately succeed in their studies. However, implementing the gamification method effectively and efficiently for specific subjects requires careful consideration and exploration, especially in the subject of Additional Mathematics. This subject has long been acknowledged as one of the most challenging subjects in Kurikulum Standard Sekolah Menengah (KSSM). Students must devote significant time and effort to mastering the subject matter. Therefore, this research focuses on developing an educational game that leverages the Scratch platform to enhance students' learning experience. Specifically, the game will focus on Functions, a crucial topic in Additional Mathematics. The research design involves two main stages. The first stage involves creating comprehensive notes and designing multilevel questions based on credible sources. In the second stage, an immersive learning game will be developed using the Scratch platform using the features in Scratch. The findings of this research indicate that the combination of gamification, detailed note-taking, and a variety of games is an effective tool in connecting the gap between conventional teaching methods and contemporary learning preferences. This innovative approach can transform the traditional education system by making learning more engaging and effective for students of all ages.

"An L2 Education without Love is not Education at All": a phenomenographic study of undergraduate EFL students’ perceptions of pedagogical love

The role of pedagogical love in second language (L2) education has long remained under-explored due to dogmatic religious and cultural beliefs. There is insufficient scholarship on this construct at undergraduate levels. To bridge this gap, the present study employed a phenomenographic design to uncover Iranian undergraduate students’ perceptions of pedagogical love and its features, realizations, and determinant factors. It invited 22 undergraduate L2 learners to attend a semi-structured interview and complete a narrative frame. The results of content and thematic analysis attained through MAXQDA software (v. 20) revealed that the participants had different perceptions of pedagogical love. They considered it as a non-romantic intimacy and respect, deep care for students and their emotions, and pure love based on mutual trust. Furthermore, it was found that pedagogical love is essential for L2 education as characterized by a mutual trust and respect, kindness, care, bonding, intimacy, and forgiveness. Regarding its realizations, the results demonstrated that pedagogical love shows itself through intimacy, classroom engagement/participation, confidence, academic performance, and mutual care, respect, and responsibility. Moreover, it was identified that teachers’ emotional literacy, teachers’ pedagogical expertise, and positive classroom rapport facilitated the implementation of loving pedagogy at undergraduate level. Finally, the findings indicated that loving pedagogy practice was mostly precluded by strict religious beliefs, stigmatizing socio-cultural norms, emotion expression, fear, and traditional educational systems. Implications for L2 teachers and educators are discussed to augment their understanding of pedagogical love, as an opportunity to grasp the emotional side of language education.

Digital Transformation in Higher Education: Integration of Online and Hybrid Practices into Traditional Education Systems

Bu araştırma, eğitimde dijital dönüşüm kavramından yola çıkarak çevrimiçi ve hibrit eğitimin Türk Yükseköğretim sistemine entegrasyonunu incelemeyi amaçlamaktadır. Çalışmada, nitel araştırma yöntemlerinden geleneksel alanyazın taraması benimsenmiştir. Bu doğrultuda, çevrimiçi ve hibrit öğrenmenin Türk yükseköğretim sistemine entegrasyonu ile ilgili araştırmalar bir araya getirilerek analiz edilmiş ve konu bağlamında tartışılmıştır. Bu kapsamda, öncelikle yükseköğretimde dijital dönüşümün temelleri ele alınmıştır. Daha sonra, yükseköğretimde çevrimiçi ve hibrit eğitimin özellikleri değerlendirilmiş, bu süreçte önem kazanan ölçme değerlendirme, dijital okuryazarlık ve teknolojik yeterlik, öğrencinin iyi oluş hali konuları irdelenmiştir. Son olarak, çevrimiçi ve hibrit eğitim yönteminin Türk yükseköğretim sistemine entegrasyon süreci Covid-19 öncesi ve sonrası dönemde konu ile ilgili çalışmalar çerçevesinde tartışılmıştır. Çalışmanın bulguları doğrultusunda, öğretmenler ve öğrencilere yönelik dijital beceri eğitim programlarının geliştirilmesi, öğretmenlere ve yöneticilere yapay zekâ gibi yeni teknolojilere yönelik eğitim sunulması ve eğitim paydaşlarının bu araçları etkili bir şekilde kullanmaları için desteklenmeleri önerilmektedir. Ayrıca, araştırmacıların, eğitimde kullanılan çeşitli dijital araçlar ve teknolojilerin öğrenme süreçlerine etkilerini değerlendirmesi, dijitalleşmenin öğrenci deneyimi üzerindeki etkilerini ve öğrenci memnuniyetini incelemesi, dijitalleşme uygulamalarının öğrenci motivasyonu, etkileşimi ve genel memnuniyet düzeyi üzerindeki etkilerinin anlaşılmasına yönelik çalışmalar yapması önerilmektedir.

Experiences of students on virtual education in Iranian medical science universities during the COVID-19 pandemic: A qualitative study.

Due to the changing environment and responding to the needs of the society, change in the traditional education system is inevitable. Also, the occurrence of events such as the COVID-19 pandemic showed that the existence of a virtual education system to prevent the cessation of education is the need of today's society. This study aimed to investigate the students' experiences of virtual education in Iranian universities of medical sciences during the COVID-19 pandemic. This qualitative study was conducted on 28 students studying in Iranian universities of medical sciences from October 2021 to January 2022 to investigate their experiences of virtual education during the COVID-19 pandemic. The participants were selected by purposive sampling. An interpretive phenomenological approach and semi-structured, face-to-face, in-depth interview were used to collect the data. The data were analyzed by Colizzi's seven-step method. Students' experiences of virtual education during the COVID-19 pandemic were categorized into three themes and seven sub-themes, including the strengths of virtual education (sub-themes: individual and educational dimensions), the weaknesses of virtual education (sub-themes: infrastructural, educational, tests and assignments fields), and suggestions to improve education virtual (sub-themes: infrastructural development and educational planning). According to the study results, the virtual education during the COVID-19 pandemic led to students staying away from the crowded centers. However, some weaknesses were also mentioned by the participants. Therefore, by anticipating requirements and needs, planning and policy making, and seriously reviewing human, financial, and support resources, virtual education can be developed and used as a supplement to face-to-face education in the future.

Transformative Horizons in Education: Navigating Challenges, Embracing Innovations, and Shaping Global Landscapes

The global education landscape stands at a crossroads, grappling with multifaceted challenges that demand transformative solutions. The inertia within traditional educational systems, financial constraints, stakeholder resistance, reliance on standardized testing, digital inequalities, and a gap between education and needs of the workforce collectively hinder the necessary evolution. Bringing change in education requires a concerted, collaborative effort to embrace disruptive innovations. Reshaping curricular frameworks, bridging digital divides, and fostering a culture that values adaptability and inclusivity are priority. As we navigate this transformative journey, the solutions to educational challenges can be achieved by recognizing the interconnected nature of these challenges and addressing them collectively. That will also ensure that the pursuit of innovation in education becomes a global priority. Through sustained commitment, collaboration, and strategic planning we can equip learners to be ready to face the complexities of the 21st century. In closing, we welcome the readers of the 'International Journal of Change in Education.' The journal envisions itself as a catalyst for positive change, providing a space for cutting-edge research and innovative ideas that address the critical issues facing education globally. By fostering a community of scholars, educators, and policymakers, this journal aspires to generate insights and solutions that will shape the future of education. As contributors and readers, your support is pivotal. We encourage you to share your expertise, experiences, and groundbreaking studies that delve into the heart of educational transformation. Thank you for joining us on this transformative journey.

Exploring and Addressing Gender Equality: A Focus on the Rights of Underage Females in China.

This study examines the current state of gender equality in China, with a specific focus on the rights and experiences of underage females. Employing a mixed-methods approach, the research integrates a systematic literature review, surveys, and semi-structured interviews with educators, legal experts, social workers, and NGO representatives. The study aims to uncover the extent to which traditional gender norms, legal frameworks, and educational systems impact the rights and well-being of underage females in China.The findings reveal a complex interplay of deeply ingrained cultural norms, gaps in legal protection, and educational practices that collectively influence the status of gender equality for underage females. The persistence of traditional gender norms is evident in urban and rural settings, subtly influencing young females’ educational and career aspirations. The legal analysis highlights significant gaps in the protection of underage females, particularly in areas of gender-based violence, early marriage, and access to reproductive health services. Educational initiatives, while promising, are limited by their scope and the lack of gender sensitivity training for educators.The study’s implications are far-reaching, suggesting the need for a multifaceted approach that includes legal reform, educational initiatives, and cultural change to effectively address gender inequality. The research underscores the importance of collaborative efforts across various sectors and emphasizes the need for ongoing research to adapt and refine strategies for promoting gender equality in China. This study contributes to the broader discourse on gender equality and offers insights relevant to policymakers, educators, and advocates working towards empowering underage females in China.

The Confluence of Digital Literacy and Eco-Consciousness: Harmonizing Digital Skills with Sustainable Practices in Education

This study investigates the implementation and impact of maker culture—viewed as a tool for developing green digital skills—in higher education institutions in Hong Kong. Maker culture, a collaborative educational approach, embraces students’ capacity for self-paced, autonomous learning and applies this knowledge to creative problem-solving and innovation, key aspects of sustainability education. An empirical study was conducted, focusing on the experiences of teachers in the higher education sector in Hong Kong. Eight individuals were interviewed to gain insights into their perceptions and experiences with maker education within sustainability contexts. The sample was limited to ensure cross-sectional comparability and direct weighting of teachers’ experiences within a singular, complementary educational setting. The findings provide valuable insights into the benefits and challenges of integrating maker education into traditional educational systems to foster green digital skills. It became evident that adequate resources, effective teachers, and improved administrative systems play significant roles in the successful implementation of this approach. Maker education, as a tool for developing green digital skills, offers a promising alternative to traditional performance-based studies. It has the potential to lead to a future of education that is creative, innovative, and student-directed, fostering sustainability competencies. Therefore, despite the challenges, with the right support and resources, the integration of maker culture into educational systems could significantly transform teaching and learning processes, advancing sustainable education.

Gamification of Primary Education

Young minds learn and explore through play. In an increasingly digitised world, ‘play’ has shifted its base to digital and virtual worlds, even for the youngest minds with basic cognitive skills. The relevance of sustainable education practices for early learners becomes paramount, especially in the wake of recent pandemic of COVID -19 which catapulted the education system into the digital domain. The paper elucidates the core problem of adapting traditional education systems to the digital era. Evolving definitions of sustainable education, learning, retention, educator and learner are fructified and shifting dynamics between them, through primary data from providers of gadgets or technology and secondary research on changes in child psychology due to prolonged exposure to digital and virtual worlds. The research takes into account the disparities prevalent in different regions of India and shares insights into the challenges and opportunities unique to this demographic with a specific focus on the rural-urban divide. The research delves into the significance and effectiveness of gamification in e-learning to bridge these gaps and enhance learning outcomes, offering a fresh perspective on sustainable education practices. However, cautions against the plausible negative impacts on child psychology from excessive screen time and gamification-induced addiction are discussed. Sustainable education can harness the power of gamification to engage and inspire young learners and there is a great scope for growth in this dynamic field while remaining vigilant of the negative repercussions. Ultimately, the paper provides a valuable framework for educators and policymakers navigating the ever-evolving landscape of digital education.

Development of Innovative Activity of University Teachers: Philosophical and Psychological Perspectives

In the era of the development of innovative technologies, the processes taking place in universities determine new requirements for the personality and professional competence of a teacher. A modern teacher is not just a transmitter of information and accumulated experience, but also a person who understands the essence of modern life and strives to harmoniously fit into existing realities, while focused on changing his consciousness, worldview and openness to everything new. In this connection, the problem of the teacher’s psychological readiness for innovation, as a component of his professionalism, is relevant. The purpose of the study: to study the peculiarities of readiness for innovation and identify the main barriers preventing the development of innovations among university teachers; based on the results obtained, to develop a methodology for the development of innovative activity of teachers. The study involved 156 university teachers aged 27 to 40 years with 1 to 15 years of work experience at the university. The study revealed that about a third of teachers show a low level of readiness for innovation. Only 22% of teachers have a high level of innovation activity. In the structure of readiness for innovation, they will have a motivational component, indicating a desire for success in achieving their goals. It was also found that the leading factors hindering the innovative activity of teachers are: insufficient awareness of possible innovative activities at the university; the belief that only the traditional education system is effective; lack of assistance in mastering innovations in the team, as well as fear of negative performance results. The systematization of the theoretical and empirical data obtained made it possible to develop a methodology for the development of innovative activity of university teachers, consisting of two main directions: environmental – features of the scientific and educational innovative environment; subjective – motivation, level of training and personal characteristics of teachers. 

The Nexus of Covid-19 and Behavioral Intentions of University Students Towards Online Education

The onset of the COVID-19 pandemic has significantly disrupted the traditional pedagogical educational system worldwide. The story of Pakistan is also not different from that of the rest of the world. Pakistan’s higher education institutes were closed for classes due to the outbreak. Some universities started the virtual education system, and it is critically important to assess the behavioral intentions of university students toward online education during the COVID-19 pandemic in Pakistan. This is the first study investigating students' responses to online education during the COVID-19 pandemic. For this purpose, an online survey was conducted to obtain the students' responses from the higher institutions providing online classes during COVID-19. The results were evaluated using multivariate analysis and descriptive statistics. It was observed that there is a significant difference between male and female students concerning the positive consequences of COVID-19 on students. According to the findings, the students' intentions for online education are more concerned with saving time to complete the degree program. Higher education institutions should also provide online educational opportunities to students besides traditional physical modes. Online educational interventions will be helpful for students during unavoidable circumstances like political instabilities, natural disasters, viral disease outbreaks, etc. to complete degrees and diplomas. Doi: 10.28991/ESJ-2024-SIED1-02 Full Text: PDF

Chronotopes of didactic communication in modern university

Introduction. The article is devoted to the scantily explored problem of (re) organization of spatial-temporal (chronotopic) aspects of didactic communication in a modern university. The author notes the fact that researchers rarely address this problem.Purpose setting. The purpose of the research is to introduce the concept of the chronotope of didactic communication and describe the leading modes structuring the chronotope of didactic communication in a modern university.Methodology and methods of the study. The research method is a theoretical analysis of chronotopes of didactic communication in a modern university. The initial theoretical premise of the study is the idea of a complex, systemic nature of didactic communication, in which spatial and temporal characteristics are associated with the very organization of educational and pedagogical interactions in a modern university and influence the choice of educational forms and methods of impact.Results. There is a high importance of factors of space and time of educational interaction in the ideas of teachers and students regarding didactic communication in a modern university. The fact of the influence of spatial and temporal features of educational interaction on the process of understanding the subject content by students and on the very organizational scheme of didactic interactions in a modern university is noted.Conclusion. Chronotopes of didactic communication are systems of spatial and temporal organization of didactic communication, correlation of physical and psychological spaces and time of didactic communication, management of psychological mechanisms of orientation of participants of educational interaction in space and time of didactic communication. These systems are different for traditional and modern educational systems, the development of university professional education is in the direction of greater consideration of the psychological space and time of didactic interaction.

Ideas for the Development of Boys’ Gender Identity in Ancient Nomadic Turkic Peoples

This article reveals the Er Zhigit and Er Alp Concepts as ideals for the development of gender identity of male children, as a common value of Turkic-speaking peoples. Based on the Korkut Ata Kitebi Legends and the Epic of Manas, the status and characteristics of male qualities in ancient Kyrgyz and Oguz societies were determined, the system of socialization and their education was determined. This study is based on the methods and scientific results of scientists who at different periods studied the traditional system of folk education of the Kyrgyz people. Genetic and meaning-centered methods were used to study the history of public education.

Education in Sri Lanka: A Historical, Administrative, and Contemporary Overview with Emphasis on Secondary Schooling

Aims: This research aims to comprehensively explore the historical evolution, administrative intricacies, and current state of secondary education in Sri Lanka, with a particular focus on the post-independence era. It seeks to provide valuable insights into the challenges, initiatives, and policy measures that have shaped the educational landscape in the country.
 Study Design:  The study adopts a historical research design, meticulously tracing the trajectory of education in Sri Lanka from ancient times through the colonial periods to the contemporary era. It places a particular emphasis on the post-independence period, scrutinizing administrative reforms, decentralization efforts, and the structure of secondary schooling.
 Place and Duration of Study: The research is conducted in Sri Lanka, encompassing various regions and educational institutions across the country.
 Methodology: Grey literature, including historical documents, archival records, and unpublished reports, serves as a pivotal source for this study. Government reports, policy documents, and contemporary educational sources are analyzed to provide a nuanced understanding of the challenges and initiatives in Sri Lanka's education system. Internal memos, working papers, and non-peer-reviewed literature are utilized to dissect administrative structures, policy measures, and curriculum development.
 Results: The research reveals the intricate historical journey of education in Sri Lanka, highlighting the impact of colonial rulers on the traditional education system. Post-independence challenges and initiatives, such as decentralization efforts and administrative reforms, are scrutinized. The contemporary education system, including diverse school categories and the flow of education from preschool to tertiary levels, is comprehensively analyzed. Key policies, such as free education, medium of instruction, and compulsory education, are detailed to showcase the government's commitment to inclusive and accessible education.
 Conclusion: In conclusion, this study provides a holistic understanding of the multifaceted dimensions of education in Sri Lanka. By examining historical roots, administrative intricacies, and the current state of the secondary education sector, the research sheds light on the enduring pursuit of knowledge and enlightenment in Sri Lanka's educational journey. The findings offer valuable insights for scholars, policymakers, and those interested in the dynamic evolution of education in the country.

The Narrative of the Retired and In-service Educators on the Differences of the Values Enforcement and Integration of the Modern and Traditional Education System

The Narrative of the Retired and In-service Educators on the Differences of the Values Enforcement and Integration of the Modern and Traditional Education System

Empowering SSC Learners with Disability at Bangladesh Open University through Open and Distance Learning

Disabilities are a major problem that frequently causes affected people to be socially excluded in Bangladesh. Recognizing the value of inclusive education, Bangladesh's national strategy for 2010 placed a strong emphasis on the necessity of integrating excluded groups, such as people with disabilities, into the educational system. Open School (OS) of Bangladesh Open University plays an important aspect of educating a wide range of people who have not taken part in the traditional educational system. However, the nationwide broadness of these programs and the different entry-level characteristics of the participants complicate delivering effective education. Misconceptions often arise among learners regarding printed text materials and tutorial classes, exacerbating the situation. Furthermore, a lack of coordination makes these problems worse. This study attempts to investigate how learners with disabilities, including those with autism and physical disabilities, feel about these programs. It aims to pinpoint areas for improving program quality and offer insightful information about the socioeconomic circumstances and academic possibilities of students with disabilities. The research's findings are meant to help Bangladesh Open University's faculty, administrators, and policymakers improve and develop these programs for all students, regardless of their skills or limitations