Educational Dimension

18/01/2026

Cosmas, J., 2026. Information and communication technology initiatives and digital education: a case study of Tanzania’s policies and strategies. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.1046

The global education system has evolved in a digital society. This study analyses Tanzania's policy and strategic frameworks for integrating digital technologies into the education system to promote digital education. The study was a narrative qualitative research approach. It involved Tanzania as a case study. The findings indicated that the policy and strategic frameworks promoted the integration of technologies in education. The findings also indicated that nationwide technology initiatives promoted digital education by expanding technology facilities and infrastructure, building teachers' capacity, developing digital pedagogical content, and using emerging technologies. The findings further indicated the presence of strengths that promote digital education and challenges that impede it. The study also revealed that the Tanzanian government has committed to addressing present and future digital education challenges. These strategic commitments form the backbone for a comprehensive and sustainable digital education.

Information and communication technology initiatives and digital education: a case study of Tanzania's policies and strategies Authors Juhudi Cosmas The University of Dodoma https://orcid.org/0000-0002-9704-3554 DOI: https://doi.org/10.31812/ed.1046 Keywords: digital education, initiatives, policy,....

18/01/2026

Marwa, A.J. and Matete, R.E., 2026. Implementation of fee-free education policy and its impact on students’ learning in secondary education in Tanzania. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.977

In this study, we explored the implementation of the Fee-Free Education (FFE) policy and its impact on students' learning in secondary education in Tanzania. A qualitative research approach was employed, using an exploratory case study design. The sample comprised 106 participants: 35 classroom teachers, 42 students, 21 parents, seven (7) Heads of Schools (HoSs), and one District Education Officer (DEO). Data were collected through interviews, open-ended questionnaires, and documentary reviews, and were analysed thematically. The findings indicate that the FFE policy has been successfully implemented in secondary schools, as evidenced by increased enrolment and decreased dropout rates in the visited schools. The policy has also enhanced parental involvement in children's education and facilitated greater access to education for girls. It was also found that FFE has reduced the financial burden of schooling for children from poor families. Nevertheless, several challenges were identified, including shortages of teaching and learning materials, classrooms, and teachers, particularly science subject teachers, as well as an increased student-textbook ratio, which negatively affected learning. The findings also revealed that teachers' morale was relatively low due to insufficient and delayed disbursement of financial resources. The key argument of this study is that for the FFE policy to be effectively implemented, the government needs to increase the education budget proportionally, recruit more teachers, and provide adequate textbooks for secondary schools. In addition, constructing more classrooms to reduce congestion and encouraging contributions from parents and community members to school development plans are equally important.

Implementation of fee-free education policy and its impact on students' learning in secondary education in Tanzania Authors Anna Julius Marwa The University of Dodoma https://orcid.org/0000-0001-5940-8228 Rose Ephraim Matete The University of Dodoma https://orcid.org/0000-0002-1452-3641 DOI: https:/...

17/01/2026

Rubeba, A.M., 2026. Self-perceived assessment competencies and practices of instructors at Tanzanian universities: an evaluation of university lecturers’ compliance with assessment standards. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.973

This study examined self-perceived assessment competencies and practices among university instructors in Tanzania. The study was conducted across three public universities, using ex post facto and transcendental phenomenological designs. Stratified proportional sampling, simple random sampling, and purposive sampling were used to select and collect data from a sample of 205 instructors. Questionnaires, interviews, observations and documentary analysis were used concurrently to gather data. The qualitative data were analysed thematically, whereas the quantitative data were analysed using logistic regression. The analysis revealed significant differences among instructors on indicators for self-perceived assessment practices and demographic parameters. This study, therefore, proposes that universities make deliberate efforts to hold frequent workshops and seminars for instructors to improve their assessment practices.

Self-perceived assessment competencies and practices of instructors at Tanzanian universities: an evaluation of university lecturers' compliance with assessment standards Authors Asia Mbwebwe Rubeba The University of Dodoma https://orcid.org/0000-0001-7136-5486 DOI: https://doi.org/10.31812/ed.973 K...

16/01/2026

Kharchenko, O.Y. and Semerikov, S.O., 2026. Teaching web design in secondary schools through HTML and CSS: A systematic synthesis of research evidence and pedagogical implications. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.1061

Web design education using HTML and CSS represents a critical component of digital literacy in secondary schools, yet empirical research on effective pedagogical approaches remains remarkably limited. This systematic review synthesizes evidence from eight rigorous studies conducted between 2007 and 2023, examining instructional methods, learning outcomes, and implementation challenges. Through comprehensive quality assessment using the Mixed Methods Appraisal Tool and calculation of effect sizes where data permitted, we identify moderate to large positive effects for innovative pedagogical approaches, particularly gamification (d = 0.58) and mobile-supported learning (d = 0.70). Our thematic synthesis reveals that successful web design instruction requires careful orchestration of technological tools, pedagogical strategies, and motivational elements while managing cognitive load and infrastructure constraints. The geographic concentration of research in Indonesia and the United States, combined with the scarcity of rigorous studies, highlights significant gaps in the global research landscape. We present an evidence-based framework that translates these findings into practical guidelines for educators, addressing persistent challenges including syntax comprehension difficulties, student engagement, and teacher preparation needs. The limited research corpus paradoxically strengthens our analysis by enabling comprehensive examination of all existing rigorous evidence, establishing a critical baseline for future investigation as web technologies become increasingly central to educational and vocational preparation.

Teaching web design in secondary schools through HTML and CSS: A systematic synthesis of research evidence and pedagogical implications Authors Oleksandr Ye. Kharchenko Kryvyi Rih State Pedagogical University Serhiy O. Semerikov Kryvyi Rih State Pedagogical University https://orcid.org/0000-0003-078...

16/01/2026

Musiienko, O.O., 2026. From maker to curator: a scoping review of generative artificial intelligence in design higher education. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.1093

Background: The rapid proliferation of generative artificial intelligence (GenAI), particularly following ChatGPT's release in November 2022, has created unprecedented opportunities and challenges for design education. Despite intense scholarly interest, no comprehensive synthesis maps how AI is being conceptualized, implemented, and researched across design disciplines in higher education.

Objectives: This scoping review maps the extent, nature, and characteristics of research on generative AI in design education, examining pedagogical approaches, reported outcomes and challenges, and identifying gaps requiring future investigation.

Eligibility criteria: Studies addressing AI or generative AI technologies within design disciplines (architecture, fashion, graphic, product, UX/UI, interaction, or general design education) in higher education contexts, published in English between 2017-2026.

Sources of evidence: Web of Science Core Collection searched using 18 query combinations of design education and AI-related terms.

Charting methods: Data extracted using a standardized form capturing 21 variables across bibliometric, methodological, technological, and pedagogical dimensions.

Results: From 1800 initial records, 156 studies met inclusion criteria. Publication volume increased 6.4-fold following ChatGPT's release (86.5% post-2022). China (31.4%) and the USA (13.5%) dominate geographically. Research concentrates on creativity development (35.9%), assessment (27.6%), and curriculum design (22.4%). Only 26.3% employed theoretical frameworks, predominantly TPACK, design thinking, and experiential learning. Significant gaps exist in outcome reporting (66.7% unspecified), challenge documentation (74.4% unspecified), and methodological rigor (53.8% lower-quality designs).

Conclusions: While research on generative AI in design education has surged, the field remains theoretically underdeveloped and methodologically nascent. We propose a research agenda prioritizing longitudinal studies, theoretical integration, under-researched disciplines (particularly graphic design), and ethical frameworks. The emerging paradigm shift from "maker" to "curator" demands reconceptualization of design education's foundational pedagogies.

From maker to curator: a scoping review of generative artificial intelligence in design higher education Authors Oleksandr O. Musiienko Kryvyi Rih State Pedagogical University https://orcid.org/0000-0003-4906-8172 DOI: https://doi.org/10.31812/ed.1093 Keywords: generative artificial intelligence, de...

16/01/2026

Wolde Roba, S. and Mogashoa, T.I., 2026. Assessment of facilities required for implementation of play-based pedagogy in pre-primary schools in Ethiopia. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.879

The study assessed the existence of materials in implementing play-based pedagogy in early childhood education in Ethiopia. It utilised a mixed convergence approach with a descriptive survey methodology. A total of 427 participants were selected, including teachers, PTA members, principals, experts and coordinators. The instruments were self-constructed questionnaires and interview guiding questions. Descriptive and inferential statistics were used to analyse closed-ended quantitative data, while open-ended qualitative data were narrated. The findings reveal that most private and some public pre-primary school facilitators did not use age-appropriate, mentally stimulating video and audio aids. Resources were scarce, including indoor facilities and play materials. The identified challenge was a shortage of facilities. The study recommended that the woreda education office allocate adequate budgets to primary schools to ensure the required resources are available. Generally, the study highlighted the need to improve preschool facilities to support the effective implementation of play-based pedagogy in early childhood education.

Assessment of facilities required for implementation of play-based pedagogy in pre-primary schools in Ethiopia Authors Solomon Wolde Roba Hawassa University https://orcid.org/0000-0002-1365-7859 Tebogo Isaac Mogashoa University of South Africa https://orcid.org/0000-0001-8126-4056 DOI: https://doi.o...

15/01/2026

Salami, M.O. and Adewuyi, H.O., 2026. Teacher motivation strategies and their influence on student academic achievement in public secondary schools in Oyo State, Nigeria. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.1034

This study examined the association between teacher motivation strategies and student academic achievement in public secondary schools in Oyo State, Nigeria. A quantitative cross-sectional survey design was employed. Data were collected from 905 teachers in 97 schools, selected through a two-stage stratified random sampling process across urban and rural areas. Two validated instruments were used: the Teacher Motivation Strategies Questionnaire (TMSQ, Cronbach's α=0.89) and the Student Academic Achievement Survey (SAAS, Cronbach's α=0.85). Multiple regression analysis revealed that recognition programmes, career advancement opportunities, workload management, and a supportive school culture collectively explained 68% of the variance in student achievement (R²=0.680, p

Teacher motivation strategies and their influence on student academic achievement in public secondary schools in Oyo State, Nigeria Authors Muideen Oladeji Salami University of Ibadan https://orcid.org/0009-0001-3487-3681 Habeeb Omoponle Adewuyi University of Johannesburg https://orcid.org/0000-0002...

13/01/2026

Olcott, Jr., D., 2026. The Zelensky Files Part III: Navigating uncertain futures : Leadership strategies and practices for university leaders. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.1103

This article is Part III of The Zelensky Files trilogy on leadership. A central theme of this article is the axiom that leadership functions in a world of uncertainty with few guarantees and with exponential complexity during national crises. The paper provides a brief review of The Zelensky Files I and II, as well as the research that informed these articles. The Zelensky Files 11-15 are presented around a common thread: a leader in any organisation often does not have absolute control over their organisation and its future. These leadership files encompass uncertain futures, varying leadership needs during war and peacetime, knowing when to step aside, and the fact that talent and intellect do not always prevail; situational context matters - a separate leadership approach is required for each, albeit to a lesser extent. The last sections of the paper provide a synthesis of Zelensky's leadership and implications for university leaders.

The Zelensky Files Part III: Navigating uncertain futures : Leadership strategies and practices for university leaders Authors Don Olcott, Jr. University of South Africa https://orcid.org/0000-0003-4542-9305 DOI: https://doi.org/10.31812/ed.1103 Keywords: leadership, Volodymyr Zelensky, agile univer...

12/01/2026

Musiienko, O.O., 2026. Design education in Ukraine: competency development and European integration in artistic-project training of future design professionals. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.1112

Design education occupies a distinctive position at the intersection of artistic creativity and technical proficiency, presenting unique challenges for competency-based curriculum development. As Ukraine continues its integration into the European Higher Education Area following its 2005 accession to the Bologna Process, design education programs face the imperative of aligning national standards with European competency frameworks while preserving the distinctive pedagogical traditions of artistic-project training. The Ukrainian higher education standard B2 Design establishes competency requirements for design professionals, yet the theoretical foundations connecting these requirements to European frameworks and effective pedagogical approaches remain underdeveloped. This theoretical paper examines the conceptual foundations of design education competency development within the context of Ukrainian European integration. It addresses three interrelated questions: (1) How do the competency structures embedded in Ukraine's B2 Design standard correspond to European qualification frameworks and international design education models? (2) What pedagogical approaches offer the strongest theoretical grounding for developing artistic-project competencies in design students? (3) What conceptual considerations emerge from analysing European integration challenges and opportunities for Ukrainian design education? The study employs a theoretical analysis approach, synthesising international scholarship on design education, competency-based learning, and European higher education policy. Through a systematic analysis of the Ukrainian B2 Design standard and a comparative examination of European competency frameworks, the paper develops an integrative conceptual model for understanding the development of design education competencies. The analysis draws on reflective practice theory, constructive alignment principles, and design cognition research to establish theoretical foundations for enhancing the curriculum. The analysis reveals three principal insights. First, while the Ukrainian design standard demonstrates structural alignment with the European Qualifications Framework's tripartite categorisation of knowledge, skills, and competence, significant gaps exist in articulating design-specific competencies related to critical reflection, interdisciplinary collaboration, and sustainable design practices. Second, studio-based and project-based pedagogical approaches, when grounded in reflective practice theory, provide robust frameworks for developing the integrated competencies required for professional design practice. Third, European integration presents both challenges - including resource constraints, faculty development needs, and assessment harmonisation - and opportunities for curriculum innovation, international collaboration, and enhanced graduate mobility. The paper contributes a theoretically grounded framework for understanding competency development in design education within the European integration context. It proposes that effective design education reform requires simultaneous attention to three interconnected dimensions: alignment with international competency frameworks, adoption of pedagogically sound approaches to artistic-project training, and strategic engagement with European integration mechanisms. The framework offers implications for design educators, curriculum developers, and policymakers in Ukraine and other countries navigating similar integration trajectories. Future research directions include empirical validation of the proposed model and comparative studies across post-Soviet design education systems.

Design education in Ukraine: competency development and European integration in artistic-project training of future design professionals Authors Oleksandr O. Musiienko Kryvyi Rih State Pedagogical University https://orcid.org/0000-0003-4906-8172 DOI: https://doi.org/10.31812/ed.1112 Keywords: design...

12/01/2026

Lavrentieva, O.O., 2025. Application of modern digital tools in the organisation of scientific and pedagogical research. Educational Dimension [Online], 13, pp.239–256. Available from: https://doi.org/10.31812/ed.1087

The article addresses the problem of applying modern digital tools in the organisation of scientific and pedagogical research. The purpose of the study is to substantiate the possibilities of using contemporary digital instruments at the main stages of the research process and to systematise their functional potential for theoretical analysis, empirical data collection, processing, interpretation and dissemination of results. It is established that the evolution of research instrumentation proceeds from the use of information and communication technologies to computer-based tools and further to integrated digital environments that transform the organisation of research activity. It is demonstrated that each stage of scientific and pedagogical research necessitates specific digital support tailored to its methodological tasks: conceptualisation and work with sources at the theoretical stage, automated data collection and processing at the empirical stage, and analytical generalisation and dissemination of results at the final stage. The specific features of scientific and pedagogical research, related to the complexity, openness, and dynamism of its objects, are identified, which necessitate methodological validity, reliability of measurements, and careful interpretation of results. It is demonstrated that digital platforms, online research tools, statistical software, cloud services and artificial intelligence systems enhance the efficiency of research procedures while simultaneously generating new methodological challenges. It is concluded that the effectiveness of digital tools in scientific and pedagogical research depends on their integration into a coherent methodological framework, which ensures both technological efficiency and the scientific validity of research outcomes.

11/01/2026

Yılmaz, Özkan and Koçak, M.G., 2026. Exploring middle school students’ perceptions of scientific models and modelling: recall, preference, and impact. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.1102

Scientific models help students visualise concepts and processes that would otherwise remain abstract. This qualitative study examined how middle school students experience and perceive various modelling practices in science education. We conducted semi-structured interviews with 15 students across grades 5-7 to understand their preferences and the perceived impact of various modelling techniques. Students most frequently recalled and preferred physical and experimental modelling, viewing these hands-on approaches as most valuable for their learning. We observed moderate differences across grade levels and genders, pointing to the need for varied instructional strategies. Based on these findings, we recommend that physical and experimental modelling serve as core teaching strategies, supplemented by game-based, creative, and biological modelling to address diverse learning preferences.

Exploring middle school students' perceptions of scientific models and modelling: recall, preference, and impact Authors Özkan Yılmaz Erzincan Binali Yıldırım University https://orcid.org/0000-0001-8963-3354 Merve Gamze Koçak Erzincan Binali Yıldırım University https://orcid.org/0009-0005-8...

10/01/2026

Popoola, B.O., Tiamiyu, K.A. and Adewuyi, H.O., 2026. Cognitive restructuring and motivational enhancement therapies on Internet addiction among university students in Oyo State, Nigeria. Educational Dimension [Online]. Available from: https://doi.org/10.31812/ed.1021

This study determined the effectiveness of cognitive restructuring therapy (CRT) and motivational enhancement therapy (MET) on internet addiction of University undergraduates in Oyo State, Nigeria. The study adopted a pretest-posttest, control group, quasi-experimental design. The multi-stage sampling technique was used. Three universities were randomly selected: the University of Ibadan, Ibadan; Ladoke Akintola University, Ogbomoso; and the National Open University, Ibadan Centre, located in Oyo State. They were assigned to the CRT, MET, and control conditions, respectively. Forty undergraduates with high internet addiction in the screening instrument were purposively selected from each university. Participants were randomly assigned to the CRT (37), MET (38), and control (40) groups, resulting in a total of 115 participants completing the study (attrition rate: 4.2%). The treatments lasted for eight weeks. The Internet addiction scale (r=.86) and Internet addiction screening scale (r=.81) were used for pre- and post-test, respectively. Data were subjected to analysis of covariance and estimated marginal means post-hoc test at a 0.05 significance level. There was a significant main effect of the treatments on internet addiction among university undergraduates (F(2, 111)=25.605, p

Cognitive restructuring and motivational enhancement therapies on Internet addiction among university students in Oyo State, Nigeria Authors Balqis Olabisi Popoola Al Hikma University https://orcid.org/0000-0003-2095-3231 Kamoru Abidoye Tiamiyu Al Hikma University https://orcid.org/0000-0001-8271-64...