European Journal of Education

The Effectiveness of Project-Based Learning in Developing Critical Thinking Skills among High School Students

Emily Williamson — 2024-01-22

This study investigates the effectiveness of Project-Based Learning (PBL) in developing critical thinking skills among high school students, examining diverse contexts in the United States, Canada, Europe, and African countries. The research explores the theoretical underpinnings of critical thinking, emphasizing its importance in modern education systems. PBL, characterized by student-centered learning and real-world problem-solving, aligns with social constructivism, particularly Lev Vygotsky's Zone of Proximal Development. The literature review encompasses studies from different regions, highlighting PBL's positive impact on critical thinking skills. Notable examples include Smith and Jones's research in the USA, Brown and White's study in Canada, Schmidt and Müller's cross-national exploration in Europe, and Okeke's investigation in Nigeria. PBL's emphasis on inquiry-driven learning, problem-solving, collaboration, and authentic assessment correlates with critical thinking principles. The study addresses a significant problem revealed by the National Assessment of Educational Progress, indicating a gap in critical thinking proficiency among high school students in the United States. Despite the growing interest in PBL, research gaps exist, particularly regarding its impact on critical thinking in high school contexts. The study aims to fill these gaps by exploring specific elements and strategies within the PBL framework that contribute to critical thinking enhancement. The beneficiaries include educators, curriculum designers, policymakers, and, primarily, high school students. The literature review outlines the social constructivism theory, empirical findings, and identifies knowledge gaps, leading to the study's research design and objectives. Findings from existing studies consistently affirm PBL's positive impact on critical thinking, emphasizing its potential to enhance problem-solving, analytical reasoning, and real-world application of knowledge. The study concludes by underlining the crucial role of teacher facilitation in optimizing PBL benefits and calls for continued research into PBL dynamics, cultural contexts, and long-term outcomes. Contributions to theory include support for social constructivism, while practical implications involve evidence-based strategies for educators. Policy considerations advocate for integrating PBL into high school curricula. Beyond education, the study contributes to societal goals of producing analytically adept individuals, enhancing workforce preparedness, and global competitiveness in the 21st century.

The Influence of Educational Policies on the Quality of Science Education in Secondary Schools

Sammie Odhiambo — 2024-01-22

This study explores the multifaceted relationship between educational policies and the quality of science education in secondary schools. Drawing on a comprehensive review of literature from the USA, Canada, Europe, and African countries, the research examines the impact of policies on curriculum design, teacher professional development, resource allocation, and the overall learning environment. Theoretical underpinning is provided by the Social Systems Theory, offering a holistic perspective on the intricate dynamics within the educational system. The study identifies contextual, conceptual, and methodological research gaps, emphasizing the need for more inclusive approaches, longitudinal analyses, and mixed-methods designs. The research design involves a systematic literature review, synthesizing findings from diverse sources, including studies on Next Generation Science Standards (NGSS) in the USA, Pan-Canadian Protocol in Canada, and EU education policies in Europe. Findings reveal significant impacts on teaching practices, curriculum alignment, and student outcomes, contingent on factors like teacher professional development and resource allocation. The study concludes by offering insights for policymakers, educators, and researchers to address research gaps and implement evidence-based strategies. It makes substantial contributions to Social Systems Theory, provides actionable guidance for practitioners, and offers evidence-based recommendations for policy development at the national and regional levels.

The Efficacy of Inclusive Education Programs for Students with Special Needs in Mainstream Schools

Judith Ike — 2024-01-22

Academic performance and social integration are pivotal elements of the educational experience for students with special needs. The study explores the efficacy of inclusive education programs across diverse global contexts, including the United States, Canada, Europe, and Africa. Recognizing the influence of socio-economic factors, teacher training, technology, and parental involvement, the research aims to provide a comprehensive understanding of the impact of inclusive education on students with special needs. The study aims to explore the effectiveness of inclusive education programs for students with special needs in mainstream schools, considering academic performance and social integration. A thorough literature review examines studies from 2012 to 2022, encompassing various regions and aspects of inclusive education. The research design involves a synthesis of findings from different studies, emphasizing the interplay between academic outcomes, social integration, and contextual factors. The meta-analysis suggests positive effects of inclusive education on academic performance, emphasizing improvements in the U.S. and Canada. However, challenges persist, with socio-economic disparities impacting outcomes in Africa and variations in implementation across Europe. Teacher training, technology, and parental involvement emerge as crucial factors influencing success. Inclusive education programs show promise in enhancing academic performance and social integration for students with special needs globally. The study underscores the importance of addressing challenges and refining practices through ongoing research and a commitment to inclusivity. The study contributes to the Social Model of Disability, emphasizing the societal context of disabilities. Practical insights for educators include the significance of ongoing professional development and the role of technology. Policy implications highlight the need for standardized and context-specific inclusive education policies. Integrated findings provide a comprehensive understanding, guiding future research and contributing to a nuanced discourse on inclusive education.

The Role of Educational Leadership in Fostering a Positive School Culture and Enhancing Teacher Retention

Tony Wang’ombe — 2024-01-22

This study investigates the role of educational leadership in fostering a positive school culture and enhancing teacher retention. Positive school culture, characterized by shared values and supportive relationships, is crucial for creating conducive learning environments. Teacher retention is a global concern, and various factors, including leadership practices, influence it. The study explores these dynamics from a global perspective, examining initiatives in the USA, Canada, Europe, and Africa. Leadership styles such as transformational and distributed leadership, professional development opportunities, mentorship programs, teacher autonomy, and well-being initiatives are identified as common threads in fostering positive school cultures and enhancing teacher retention globally.

The Impact of Blended Learning Environments on Student Engagement and Academic Performance in Secondary Education

Shane Christopher — 2024-01-22

This study investigates the impact of blended learning environments on student engagement and academic performance in secondary education across the United States, Canada, Europe, and Africa. The literature review showcases the diverse impact of blended learning in different regions. Studies in the United States emphasize the positive correlation between student engagement and academic success, recognizing the role of socioeconomic factors. In Canada, cultural contexts shape engagement, and addressing disparities in access to technology becomes crucial. European studies highlight technology integration's positive effects on engagement, while challenges in Africa, such as infrastructure limitations, are acknowledged. The study aims to fill gaps in research by exploring the nuanced relationships between blended learning, engagement, and academic performance across diverse global settings. The study also contributes to theory by extending Social Cognitive Theory, emphasizing observational learning, self-regulation, and bidirectional influences within blended learning environments. From a practical perspective, it provides actionable insights for educators and policymakers, emphasizing the importance of flexible online components, interactive materials, and ongoing teacher support. Policymakers are encouraged to invest in continuous professional development for educators, aligning with the dynamic integration of technology in secondary education. Subject-specific considerations are highlighted, providing targeted insights for educators and policymakers. The research design involved a comprehensive examination of existing literature, synthesizing empirical evidence, and identifying knowledge gaps. Findings consistently support the positive impact of blended learning on student outcomes, emphasizing flexibility, interactivity, and teacher support. The study concludes by proposing evidence-based recommendations for educators, policymakers, and researchers to optimize the benefits of blended learning in secondary education globally. The primary beneficiaries include teachers, administrators, policymakers, and students, as the study informs evidence-based decisions to enhance the educational experience and outcomes in the evolving landscape of secondary education.