This critical review explores how contemporary education is undergoing a paradigm shift by integrating learner wellbeing as a core objective. The review delves into the potential shortcomings of traditional, exam-driven educational approaches, which can inadvertently contribute to stress, anxiety, and a sense of alienation among learners. Studies have shown positive correlations between SEL programs and improvements in student mental health, academic performance, and social skills. Mindfulness interventions have also demonstrated promising results in reducing stress and anxiety while promoting emotional resilience and focus among learners. On the other hand, student-centred pedagogies have been linked to increased student engagement, motivation, and self-efficacy. However, the review acknowledges that challenges remain in fully integrating wellbeing into educational practices. Teacher training and professional development are crucial for successfully implementing these approaches. Additionally, ensuring consistency and alignment between wellbeing initiatives at the classroom level and broader school policies remains a concern. Furthermore, standardized testing and high-stakes assessments can continue to create pressure and anxiety, potentially undermining efforts to foster wellbeing. In conclusion, this critical review highlights the growing recognition of learner wellbeing as a core educational objective. By exploring various theoretical frameworks, the limitations of traditional approaches, and the potential of emerging practices, the review underscores the need for a paradigm shift in education. Ultimately, integrating wellbeing into the educational experience has the potential to nurture not only academically successful individuals but also well-rounded, resilient, and thriving learners.
{"title":"Shifting the paradigm: a critical review of educational approaches for fostering learner wellbeing","authors":"Gladys Jarobon Kiptiony","doi":"10.51317/jpc.v3i1.503","DOIUrl":"https://doi.org/10.51317/jpc.v3i1.503","url":null,"abstract":"This critical review explores how contemporary education is undergoing a paradigm shift by integrating learner wellbeing as a core objective. The review delves into the potential shortcomings of traditional, exam-driven educational approaches, which can inadvertently contribute to stress, anxiety, and a sense of alienation among learners. Studies have shown positive correlations between SEL programs and improvements in student mental health, academic performance, and social skills. Mindfulness interventions have also demonstrated promising results in reducing stress and anxiety while promoting emotional resilience and focus among learners. On the other hand, student-centred pedagogies have been linked to increased student engagement, motivation, and self-efficacy. However, the review acknowledges that challenges remain in fully integrating wellbeing into educational practices. Teacher training and professional development are crucial for successfully implementing these approaches. Additionally, ensuring consistency and alignment between wellbeing initiatives at the classroom level and broader school policies remains a concern. Furthermore, standardized testing and high-stakes assessments can continue to create pressure and anxiety, potentially undermining efforts to foster wellbeing. In conclusion, this critical review highlights the growing recognition of learner wellbeing as a core educational objective. By exploring various theoretical frameworks, the limitations of traditional approaches, and the potential of emerging practices, the review underscores the need for a paradigm shift in education. Ultimately, integrating wellbeing into the educational experience has the potential to nurture not only academically successful individuals but also well-rounded, resilient, and thriving learners.","PeriodicalId":178671,"journal":{"name":"Journal of Pedagogy and Curriculum (JPC)","volume":"42 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141010338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to investigate whether Africa a sleeping giant or a giant that died in its sleep. The denial of Africa's identity to its people and the imposition of the western culture are two essential things that imperialism and colonialism bequeathed Africa using a foreign language, education system and introduction of cultural beliefs that enmeshed people into a stupor. Consequently, the trajectory of Africans' existential life has primarily been altered by various factors, including culture, economy, and education infrastructure. Scholars have often observed that this is one of the reasons the African continent lags compared to the rest of the world in regard to development. From this perspective, this paper brings forth the arguments that today, Africa still grapples with such challenges as poor communication networks, poor infrastructure, poor education system and insecurity, besides the fact that Africa seems not to know herself. Furthermore, this paper argues that despite its significant endowment with human and natural resources, the African continent has been impoverished and underdeveloped. Still, it is ‘waking up and freeing itself. In conclusion, the author observes that to gain sustainable development, Africa ought first to discover herself. In essence, there are signs that individual African people show a sense of self-awareness, exploring and examining the factors that hold them and coming up with practical solutions that contribute to a transformative society.
{"title":"Is Africa a sleeping giant or a giant that died in its sleep? A search for the voice of indigene in their development","authors":"Rebecca Ng’ang’a","doi":"10.51317/jpc.v1i1.278","DOIUrl":"https://doi.org/10.51317/jpc.v1i1.278","url":null,"abstract":"The purpose of this study is to investigate whether Africa a sleeping giant or a giant that died in its sleep. The denial of Africa's identity to its people and the imposition of the western culture are two essential things that imperialism and colonialism bequeathed Africa using a foreign language, education system and introduction of cultural beliefs that enmeshed people into a stupor. Consequently, the trajectory of Africans' existential life has primarily been altered by various factors, including culture, economy, and education infrastructure. Scholars have often observed that this is one of the reasons the African continent lags compared to the rest of the world in regard to development. From this perspective, this paper brings forth the arguments that today, Africa still grapples with such challenges as poor communication networks, poor infrastructure, poor education system and insecurity, besides the fact that Africa seems not to know herself. Furthermore, this paper argues that despite its significant endowment with human and natural resources, the African continent has been impoverished and underdeveloped. Still, it is ‘waking up and freeing itself. In conclusion, the author observes that to gain sustainable development, Africa ought first to discover herself. In essence, there are signs that individual African people show a sense of self-awareness, exploring and examining the factors that hold them and coming up with practical solutions that contribute to a transformative society.","PeriodicalId":178671,"journal":{"name":"Journal of Pedagogy and Curriculum (JPC)","volume":"203 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116357831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Githinji Damaris Gakii, Khaemba Ongeti, David Wanyonyi
This study sought to analyse ICT resources available for integration. The study adopted the Siemens Connectivism Learning Theory. The study used mixed method research (MMR). The exploratory sequential design was used, and data were collected from school Principals, Kiswahili teachers and students. Using Krejcie and Morgan’s table for arriving at the sample size, 113 public secondary schools were randomly selected from a population of 172 secondary schools in Baringo County. The total participants were 636 principals, teachers and students. Instruments for data generation were questionnaires, interviews, checklists and tests. Both qualitative and quantitative data were collected. Descriptive statistics and ANOVA analysed quantitative data and ANOVA. Qualitative data was presented in themes. The study concludes that ICT resources in most public secondary schools are inadequate, and teachers are not well skilled and competent enough to integrate these resources in teaching and learning. The study recommends that the cost of ICT equipment and resources be reduced by waiving import tax and that computer-assisted instructions be assembled locally. On the other hand, school administrators and managers should plan and set aside funds to purchase ICT resources to promote ICT integration.
{"title":"Analysing ICT resources available for integration in teaching and learning Kiswahili fasihi simulizi in public secondary schools in Kenya","authors":"Githinji Damaris Gakii, Khaemba Ongeti, David Wanyonyi","doi":"10.51317/jpc.v1i1.270","DOIUrl":"https://doi.org/10.51317/jpc.v1i1.270","url":null,"abstract":"This study sought to analyse ICT resources available for integration. The study adopted the Siemens Connectivism Learning Theory. The study used mixed method research (MMR). The exploratory sequential design was used, and data were collected from school Principals, Kiswahili teachers and students. Using Krejcie and Morgan’s table for arriving at the sample size, 113 public secondary schools were randomly selected from a population of 172 secondary schools in Baringo County. The total participants were 636 principals, teachers and students. Instruments for data generation were questionnaires, interviews, checklists and tests. Both qualitative and quantitative data were collected. Descriptive statistics and ANOVA analysed quantitative data and ANOVA. Qualitative data was presented in themes. The study concludes that ICT resources in most public secondary schools are inadequate, and teachers are not well skilled and competent enough to integrate these resources in teaching and learning. The study recommends that the cost of ICT equipment and resources be reduced by waiving import tax and that computer-assisted instructions be assembled locally. On the other hand, school administrators and managers should plan and set aside funds to purchase ICT resources to promote ICT integration.","PeriodicalId":178671,"journal":{"name":"Journal of Pedagogy and Curriculum (JPC)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125006926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims at providing local pertinent facts on the level of sustainability content integration and pedagogical methods used to deliver Interior Design courses in Kenya's training. A systematic audit of undergraduate curricula was undertaken to understand the extent to which sustainability content was included in Kenya's Design education. Document analysis was employed to gather information from four of Kenya's University curricula for Interior Design. Heads of Design curricula from sampled Universities were also interviewed to corroborate the facts gathered from the respective universities. The data collected were analysed using descriptive methods of statistics. Findings suggest that sustainability content included in the curriculum is minimal (6.3%), yet students are more likely to adopt practises that promote a healthy indoor environment when integrated. Consequently, this significantly reduces problems linked to Sick Building Syndrome. In this regard, sustainability content should be increased in Kenya's interior design curriculum to ensure future designers are equipped with the knowledge and skills to promote sustainable interiors that focus on Indoor Air Quality, water efficiency, green materials and technology.
{"title":"Assessing the sustainability content in Kenya’s interior design curricula","authors":"Rose Achieng Oduho; Vikiru George; Mireri Caleb","doi":"10.51317/jpc.v1i1.237","DOIUrl":"https://doi.org/10.51317/jpc.v1i1.237","url":null,"abstract":"This study aims at providing local pertinent facts on the level of sustainability content integration and pedagogical methods used to deliver Interior Design courses in Kenya's training. A systematic audit of undergraduate curricula was undertaken to understand the extent to which sustainability content was included in Kenya's Design education. Document analysis was employed to gather information from four of Kenya's University curricula for Interior Design. Heads of Design curricula from sampled Universities were also interviewed to corroborate the facts gathered from the respective universities. The data collected were analysed using descriptive methods of statistics. Findings suggest that sustainability content included in the curriculum is minimal (6.3%), yet students are more likely to adopt practises that promote a healthy indoor environment when integrated. Consequently, this significantly reduces problems linked to Sick Building Syndrome. In this regard, sustainability content should be increased in Kenya's interior design curriculum to ensure future designers are equipped with the knowledge and skills to promote sustainable interiors that focus on Indoor Air Quality, water efficiency, green materials and technology.","PeriodicalId":178671,"journal":{"name":"Journal of Pedagogy and Curriculum (JPC)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121327726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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