International Journal of Education and Teaching Zone

The Reality of Implementing the Massive Open Online Courses Model in Iraqi Higher Education: A Descriptive Study

2026-06-04T12:01:55+00:00

The integration of Massive Open Online Courses (MOOCs) into higher education requires robust quality standards and institutional support. This study evaluates the implementation of MOOC quality standards in Iraqi higher education using an integrated framework based on the Quality Matters model and the Quality Reference Framework. A descriptive-analytical design was employed. The study population consisted of 750 faculty members from public and private Iraqi universities, from which a random sample of 100 faculty members was selected, representing approximately 13.33% of the total population. The instrument demonstrated 100% expert agreement in the validity assessment and reliability coefficients ranging from 0.801 to 0.891. Only 21% of respondents were familiar with MOOCs, indicating limited awareness. Overall implementation of quality standards was moderate, with academic design scoring highest (M = 3.746), followed by assessment (M = 3.730) and interaction (M = 3.630). Infrastructure and technical support scored lowest (M = 3.490), particularly feedback (M = 3.280) and training (M = 3.440). These findings highlight gaps in faculty awareness and institutional support, underscoring the need to strengthen digital competencies, improve technical and pedagogical support, and embed evidence-based MOOC quality standards in higher education policy and institutional development.

Predictive Validity of Entrance Selection Tests for Academic Performance and Study Completion in Postgraduate Education

2026-08-09T07:50:32+00:00

This study examined the predictive validity of postgraduate entrance-test scores for cumulative grade point average (GPA) and study duration at the Postgraduate School of Universitas Terbuka, Indonesia. Using retrospective institutional records, the study included 112 alumni admitted under comparable testing procedures implemented from 2021 onward; analyses involving English proficiency were based on 111 cases because one score was recorded on a non-comparable scale. Pearson correlations and multiple linear regression were used to assess predictive relationships. Numerical reasoning showed the strongest bivariate association with GPA (r = .227, p = .016), followed by verbal reasoning (r = .195, p = .040). No entrance-test component was significantly associated with study duration. In the multivariable model, English proficiency (β = −.233, p = .011), numerical reasoning (β = .271, p = .017), and figural reasoning (β = −.286, p = .004) were significant predictors of GPA, with the model explaining 17.9% of its variance (adjusted R² = .139). However, after adjustment for study program, only numerical reasoning remained statistically significant (β = .230, p = .044). Entrance-test scores provided little evidence of predictive utility for study duration after program adjustment. Overall, the findings indicate limited and component-specific predictive validity, with program-level heterogeneity influencing the observed relationships. These results highlight the need to evaluate entrance-test components in relation to specific academic outcomes and institutional contexts rather than treating aggregate test performance as a uniformly reliable predictor of postgraduate success.

From Policy Commitment to School Practice: Structural Constraints on Inclusive Primary Education in Greece

2026-05-31T07:09:18+00:00

Although inclusive education is firmly established in international rights frameworks and Greek education policy, its implementation remains constrained by structural barriers. This qualitative single-case study examines how institutional conditions shape inclusive education in a Greek public primary school serving approximately 180–200 students across six grade levels. Drawing on school practices, institutional records, and reflective practitioner narratives, the study identifies staffing instability, physical inaccessibility, unclear accountability, and socioeconomic pressures as key constraints. The findings reveal that inclusive practices rely heavily on local agency and professional commitment, with educators improvising adaptations and reconstructing collaborative routines to compensate for inadequate systemic support. While these efforts sustain participation, they render inclusion fragile and dependent on individual initiative. Through policy-enactment and critical-inclusion perspectives, the study demonstrates a persistent misalignment between policy ambitions and institutional capacity. It argues that sustainable inclusion requires stable staffing, accessible infrastructure, clearly defined responsibilities, and accountability frameworks that recognize context-responsive educational work. The case contributes to international debates by illustrating how systemic shortcomings are translated into everyday challenges in Greek primary education.

Schools as Enabling Environments for Democratic Classroom Practices: A Reflective Case Study from South Africa

2026-05-07T14:23:46+00:00

Although democracy is widely recognised as a fundamental principle of society, its implementation in educational settings remains inconsistent. This study examines how secondary school educators integrate democratic principles and values into teaching, learning, and assessment. Using a qualitative descriptive-reflective case study design informed by the Child-Friendly Schools framework and social reconstructionism, the study involved eight educators and twelve learners from two secondary schools in Mogoshi Circuit, Limpopo Province, South Africa. Data were collected through semi-structured interviews, focus group discussions, classroom observations, and document analysis, and analysed thematically. Six themes emerged: learner-centred pedagogy, inclusion, participation, discipline, educators’ influence on learner development, and educational transformation. The findings reveal a gap between educators’ endorsement of democratic principles and their implementation in classroom practices. This discrepancy highlights the need to translate democratic ideals into meaningful learner participation and inclusive pedagogical practices. The study recommends strengthening educators’ professional development in democratic pedagogy to promote the consistent integration of democratic values into secondary education in South Africa.

Smartphone Use, Learning, and Student Well-Being in Higher Education: Evidence from Bangladesh

2026-07-28T12:08:28+00:00

This study examined smartphone use and its implications for teaching, learning, and academic engagement among 353 university students aged 18–25 years in Rangpur, Bangladesh. A cross-sectional mixed-methods design combined a 29-item questionnaire (Cronbach’s α = .837) with interviews involving 10 students and 10 faculty and administrative staff members. Multiple linear regression identified communication dependency (β = .163, p = .002) and perceived academic impact (β = .141, p = .009) as significant predictors of smartphone-use frequency, explaining 10.0% of its variance. Findings indicated that extensive social media use coexisted with academic distraction, sleep disturbances, compulsive checking, and perceived isolation. Interviews also revealed the absence of institutional smartphone-use policies. These findings highlight smartphones’ dual role as learning resources and potential sources of academic disruption, underscoring the need for institutional guidelines and educational strategies that promote responsible use and support effective teaching, learning, and student well-being in higher education across diverse learning environments.