Magister - Journal of Educational Research

Establishing a Comprehensive Digital Citizenship Evaluation Framework for Social Studies Education (CDE-FSSE): A Systematic Review

Caroline Alordiah — 2024-12-16

The study developed a Comprehensive Digital Citizenship Evaluation Framework for Social Studies Education through a thorough literature review that defined digital citizenship, highlighted its significance, and addressed current assessment limitations. Forty-six research articles from academic journals, books, and reports sourced from Google Scholar and the Directory of Open Access Journals were reviewed. Key dimensions of digital citizenship were identified and synthesized through thematic analysis, resulting in a framework that encompassed digital rights and responsibilities, digital literacy and fluency, digital etiquette and ethics, digital identity and reputation, digital privacy and data protection, cyberbullying and harassment, digital access and inclusion, digital cultural competence, and digital citizenship in online communities. Each dimension was operationalized by defining specific variables and indicators, guiding future research, curriculum development, and policy formulation. This framework aims to promote responsible digital behavior and empower individuals to navigate the digital world ethically within social studies education. Future research should focus on validating the evaluation framework, conducting long-term studies, evaluating intervention impacts, and exploring emerging aspects of digital citizenship.

Exploring the voices of geography teachers in the teaching of climate change in Eswatini

Boy Bongani Dlamini — 2024-12-06

Teaching climate change has become highly complex for most geography teachers in Eswatini. The teachers are confused by the contestation of two giant voices that inform climate change teaching. The two curricular/voices (professional/vertical and societal/horizontal) conflict when teaching climate change, and the battle distracts teachers’ actions. This study applied the moments of the currere curriculum model to engage teachers in reflecting and critiquing their climate change teaching practices to instigate the recognition of their voices that would neutralize the conflict of the giant voice that dominates the teaching of climate change. Eight (8) geography teachers were purposively selected from four (4) high schools in Eswatini to participate in this study. Semi-structured interviews and focus group discussions were used for data generation. The study was framed by the qualitative approach under the pragmatic paradigm and adopted the educational design research. Findings revealed that teachers’ voices are lacking in climate change teaching. The currere curriculum model was used to sort the tension between the two giant voices and embrace the personal voice, which would manage the tension of voices in climate change lessons. Consequently, the study recommends that teachers apply the strengths of both societal and professional voices to relieve the tension between the two and embrace teachers’ voices, which are critical for climate change education.

Relationship between job satisfaction and job performance of high school agriculture teachers in Manzini region, Eswatini

Thandokuhle Silindza — 2024-11-21

This study aimed to describe the relationship between job performance and job satisfaction of high school agriculture teachers in the Manzini region. The study's main objective was to describe the relationship between job performance and job satisfaction of high school agriculture teachers. The study utilized a descriptive survey research design and a stratified proportionate simple random sampling technique. A questionnaire, validated by three experts, was used for data collection. The Cronbach Alpha reliability method was used to estimate a reliability coefficient. The data was collected from 94 of 123 agriculture teachers, indicating a retrieval rate of 76.9%. Statistical Package for the Social Sciences was used for data computation, while the real limit of numbers and Pearson product-moment correlation were used for data analysis. It was found that there is a positive, significant relationship between job satisfaction and job performance of high school agriculture teachers in the Manzini region. Key factors influencing job satisfaction included supportive administration, positive relationships with students, and opportunities for professional growth. Effective instructional practices, student engagement, and community engagement were identified as indicators of high job performance. Among others, continuous monitoring of the relationship between job satisfaction and performance is recommended.

Sunday schools and identity formation: Perceptions and experiences of religious education leaders in Karachi, Pakistan

Munir Lalani — 2024-10-31

This research project attempts to explore the perceptions and experiences of Christian religious education leaders regarding the role of Sunday Schools in forming the socio-religious identity of Christian students in Karachi. Employing case study design within the qualitative paradigm of educational research, this study seeks to explore how leaders visualize their role and contribution in shaping the socio-religious identities of the children through Sunday Schools. The data was collected from the three participants through semi-structured interviews. Thematic analysis of the data facilitated an understanding of the dynamics of leadership function, including challenges, limitations, and opportunities. The findings highlight the need for modern teaching approaches and parental involvement in religious education. The study's analysis and results provide valuable insights into the complexities of religious education leadership and the importance of Sunday Schools in shaping students' socio-religious identities. This research contributes to the broader discussion on religious education and its impact on students' identity formation, highlighting the need for continued exploration and development. Additionally, this research can serve as a foundation for further studies on religious education leadership and its role in shaping students' identities.