This study assessed the role of school leaders in promoting critical thinking skills, it also examined teachers’ understanding of the concept of critical thinking skills, its relevance to learners, and the pedagogical strategies used in selected secondary schools in Northern Tanzania. An explanatory...

While Augmented Reality (AR) can transform education, its adoption is often limited by gaps in digital competence and accessibility. This case study evaluates the “Accessible AR Learning Experience Journey” at DHBW to identify how institutions can transition from exploratory pilots to inclusive, scalable...

The study examined the impact of teacher training programmes on student learning outcomes, focusing on the role of educational leadership in enhancing effective teacher preparation and positive student learning outcomes. Educational leaders such as principals and administrators shape the effectiveness...

The integration of online learning platforms into higher education significantly reshaped the pedagogical landscape, particularly in Information Technology (IT) education. This study evaluated the effectiveness of Blackboard and Virtual Laboratory (V-Lab) in delivering the IT curriculum at Botho University...

This study evaluated the implementation of special education programmes in junior secondary schools in Botswana’s Kweneng region. Despite strong policy frameworks like the Inclusive Education Policy (2011), a significant gap exists between policy intent and classroom practice. A qualitatively...

The study aims to showcase that as study exchange mobility is often assumed to enhance intercultural competence and academic development while contributing to sustainable partnerships. Yet empirical research on intercultural competences through study exchange mobility between Germany and Sub-Saharan...

This study investigates the long-term effects of analog and digital mentoring formats on undergraduate mathematics exam performance. Based on a dataset of 489 students across six semesters, the results confirm that prior domain knowledge is the strongest predictor of exam success in first-year mathematics...