This issue is available online on January 2025. All of the original research or review articles in this issue were authored/co-authored by 22 authors from 2 Indonesian educational institutions (STKIP Kusuma Negara, Universitas Jambi), 6 Nigerian educational institutions (Alvan Ikoku Federal University of Education, Imo State College of Education, Federal University of Technology Owerri, Ahmadu Bello University, Bayero University, School of Health Technology Kano), 1 Indian educational institution (IFTM University), 1 Zimbabwean educational institution (Midland State University), 1 Tanzanian educational institution (University of Dodoma), 1 Ugandan educational institution (Kyambogo University), 1 Zambian educational institution (University of Zambia), 1 South African educational institution (University of the Free State).
DOI: https://doi.org/10.56773/ejer.v3i2
Published: 2025-02-03
Original Research
The reflective factors of students’ determination for effective learning in higher education
DOI : https://doi.org/10.56773/ejer.v3i2.40 || Abstract Views: 268 || File Views: 271115-127
Application of artificial intelligence in the teaching and learning of mathematics: Implication for achievement and retention
DOI : https://doi.org/10.56773/ejer.v3i2.62 || Abstract Views: 1382 || File Views: 642136-143
Development of standardized mathematics achievement test instruments for measuring senior secondary school students’ learning outcomes
DOI : https://doi.org/10.56773/ejer.v3i2.56 || Abstract Views: 292 || File Views: 431144-152
Teachers’ experiences in implementing the Zimbabwe school health policy in early childhood development classes: Barriers and drivers
DOI : https://doi.org/10.56773/ejer.v3i2.66 || Abstract Views: 215 || File Views: 258153-162
Gender justice and social inclusion of female learners with dwarfism: A case study in Bindura District, Zimbabwe
DOI : https://doi.org/10.56773/ejer.v3i2.69 || Abstract Views: 166 || File Views: 146163-173
Accessibility of assistive technologies among primary school learners with visual impairments in Tanzania
DOI : https://doi.org/10.56773/ejer.v3i2.71 || Abstract Views: 413 || File Views: 303174-182
Inclusive assessment practices and their application in the inclusion of students with visual impairment in higher education in Tanzania
DOI : https://doi.org/10.56773/ejer.v3i2.70 || Abstract Views: 350 || File Views: 321183-191
An assessment of in-service teachers’ confidence and challenges of integrating technology in Tanzanian secondary schools
DOI : https://doi.org/10.56773/ejer.v3i2.64 || Abstract Views: 183 || File Views: 151199-210
Review Article
Relevance of the ancient Indian curriculum and pedagogic approaches in the present context with reference to NEP 2020
DOI : https://doi.org/10.56773/ejer.v3i2.59 || Abstract Views: 313 || File Views: 221128-135
Efficacy of periodic students’ instructor evaluation to enhance lecturer’s performance: A content analysis
DOI : https://doi.org/10.56773/ejer.v3i2.72 || Abstract Views: 166 || File Views: 128192-198