Journal of Advanced Research in Education

An Online Survey of Science Educators’ Challenges of Implementing Digital Pedagogy in Public Universities in Kogi State, Nigeria

Victor Oluwatosin Ajayi — 2025-09-18

This study explored an online survey of science educators’ challenges of implementing digital pedagogy in public universities in Kogi State, Nigeria. The population of this study consists of 52 science educators in the four public universities in Kogi State, Nigeria. There was no sampling since the population was manageable. The study adopted a descriptive survey research design. An online google form survey questionnaire titled Challenges of Implementing Digital Pedagogy Questionnaire (CIDPQ) was the instrument used for data collection. CIDPQ was trial tested which yielded a reliability value of 0.88 using Cronbach Alpha. The CIDPQ contained 22-items. Two research questions and two null hypotheses guided the study. The research questions were answered using mean and standard deviation scores while the null hypotheses were tested at 0.05 level of significance using t-test statistics. The study revealed that there is no significant difference between the mean ratings of male and female science educators on challenges of implementing digital pedagogy (t=1.89, df=50, P>0.05). There was no significant difference between the mean ratings of male and female science educators on measures that could address the challenges of implementing digital pedagogy (t=1.76, df=50, P>0.05). Thus, there is need for universities administrators and other relevant educational stakeholders to provide sufficient and accessible ICT resources and provide continuous professional development on how to effectively implement digital pedagogy.

Innovative Approaches in Art Vocational Education: Exploring Industry-Academia Collaboration and Internationalization

Tian Chen — 2025-09-18

This study focuses on the innovative pathways of art vocational education, with an emphasis on exploring models of industry-academia collaboration and international cooperation. Through case analysis, questionnaire surveys, and interviews, the study examines successful experiences in domestic and international art vocational education, and develops innovative curricula in line with practical needs. The research findings indicate that developing a curriculum system closely aligned with market demands, establishing a long-term management institution for industry-academia cooperation, and exploring international cooperation models are crucial for enhancing the quality of art vocational education. The study demonstrates the depth and breadth of industry-academia cooperation through practical cases, such as the involvement of corporate mentors in teaching and student participation in corporate projects. It also proposes specific strategies for international cooperation, including the development of international curricula, the construction of an international faculty, and the expansion of international horizons through international expos. The research outcomes are of significant importance for improving students’ vocational competitiveness and international vision, and provide theoretical support and practical guidance for the reform and development of art vocational education.

Dilemmas and Pathways in the Construction of Industrial Colleges in Vocational Institutions from the Stakeholder Perspective

Yuqiang Li — 2025-09-18

Industrial colleges have become an increasingly important vehicle for integrating industry and education in vocational education, attracting broad attention from both scholars and society. From the stakeholder perspective, the construction of such colleges involves schools, enterprises, governments, industry associations, teachers, students, enterprise employees, parents, and the public. These factors engage in complex interactions that often generate conflicts and dilemmas. Value divergences, organizational differences, cultural gaps, property-rights ambiguities, and identity recognition issues have all hindered effective collaboration. Addressing these challenges requires balancing diverse values, fostering consensus while respecting differences, establishing robust mechanisms, clarifying property rights, and promoting collaborative synergy to fully realize the role of industrial colleges in advancing industry-education integration.

Research on the Collaborative Cultivation Path of Students’ Kinesthetic and Emotional Cognition Through Dance Teaching from the Perspective of Multiple Intelligences

Bi Zhang — 2025-09-30

With the in-depth advancement of quality-oriented education, the role of dance teaching in fostering students’ comprehensive qualities has become increasingly prominent. Based on Gardner’s Theory of Multiple Intelligences, this study focuses on exploring the collaborative cultivation mechanism of dance teaching on students’ kinesthetic intelligence and emotional cognitive abilities. By combining literature analysis with teaching practice, it systematically sorts out the inherent connection between dance movement training and emotional experience, and reveals the promoting effect of physical movement expression on psychological development such as emotional perception and self-cognition. The study constructs a three-dimensional teaching model including body perception training, emotion-guided teaching, and creative choreography practice, emphasizing the stimulation of students’ physical expression potential through situational creation and improvisational performance. Practice shows that this teaching model can effectively improve students’ physical coordination, sense of rhythm, and emotional expression ability, while also playing a positive role in cultivating students’ sense of teamwork and aesthetic literacy. The research provides a theoretical basis for innovating art education methods and has practical significance for promoting the all-round development of students. In the future, further exploration can be made on differentiated cultivation strategies for students of different age groups.

Occupational Stress and Coping Strategies Used by Secondary School Teachers in Kisumu County, Kenya

Mudis Pamela Akinyi — 2025-09-30

Although, teaching is a noble occupation, it comes with a lot of commitment and responsibilities that are highly demanding and which requires resilience to cope with stress. Teachers are predisposed to stress from lesson planning, heavy workload, strained relationships from the school administrators and colleagues as well as financial constraints, mental health issues and family work balance. Thus, the necessity to prioritize better coping strategies to help teachers manage occupational stress. This study assessed Occupational stress and coping strategies used by secondary school teachers in Kisumu County, Kenya. A mixed method research design was used in the study. Secondary school teachers in Kisumu County were the targeted population. Simple random sampling technique was used to select 100 teachers from secondary schools in Kisumu County. The data collection instruments were questionnaires and focused group discussions. Analysis of data was done through descriptive statistics and thematic analysis for the focus group discussions. Findings of the study indicate that teachers in Kisumu County are highly stressed. Results also point out that teachers use coping strategies ranging from mindfulness, religious activities, counseling, exercise, social support network, suicidal tendencies, reading, professional development, alcohol and substance abuse; some of which are unhealthy. The study recommends a counseling unit for teaching staff both at the school and county level. Teachers should also prioritize self-care for their own mental wellness. Moreover, the teacher’s welfare should be put at the heart of educational institutions through open communication channels, active and empathic listening for enhanced performance and teachers’ mental wellness.

Design and Development of Kindergarten C-STEAM Curriculum from the Perspective of Five-Education Integration

Shuxin Zhang — 2025-10-21

Based on China’s localized educational policy of “Five-education Integration” and the practical needs of STEAM education in kindergartens, this study proposes the “C-STEAM” curriculum concept (Cultural-STEAM, i.e., STEAM education with cultural infiltration). It explores the integrated path for fostering the all-round development of children in morality, intelligence, physical education, aesthetics, and labor (the “Five Educations”) and the cultivation of interdisciplinary inquiry abilities at the kindergarten stage. By employing methods such as literature analysis, action research, and case development, a “three-dimensional and four-level” curriculum framework is constructed, a library of thematic activity cases is developed, and implementation strategies are put forward. The research shows that the C-STEAM curriculum can effectively promote the development of children’s multiple abilities and provide a practical model for kindergartens to implement the Five-education Integration.

The Dialogue Between Art and Technology: An Exploration of the Effectiveness of AISOMA and Its Application in Intangible Cultural Heritage Traditional Dance

Yi Gang — 2025-10-21

This paper aims to explore the effectiveness and potential of the Artificial Intelligence (AI) choreography tool AISOMA in the inheritance and innovation of Intangible Cultural Heritage (ICH) traditional dance. Faced with the challenges of globalization and modernization, the protection and inheritance of ICH traditional dance are of great significance. By adopting multi-dimensional research methods including literature analysis, case study, and assessment based on the APEC (Aesthetic, Practical, Emotional, & Cognitive) model, this study conducts an in-depth analysis of the technical characteristics of AISOMA and its application effects in ICH traditional dance. The research findings indicate that through deep learning mechanisms, style transfer technology, and real-time feedback mechanisms, AISOMA has effectively achieved the digital preservation of ICH traditional dance and promoted the innovative development of dance art. Moreover, AISOMA has not only enhanced the interactivity of dance education but also strengthened the emotional expression and cultural experience of dance works. Although AISOMA faces challenges in terms of technological dependence, cultural adaptability, and ethical aspects, it has demonstrated tremendous potential in the protection, inheritance, and innovation of ICH traditional dance. The conclusion of this study points out that as an AI choreography tool, AISOMA provides a new direction for the future development of ICH traditional dance and is expected to play a more significant role in protecting and promoting human intangible cultural heritage.

Reform Practice and Effect Analysis of Blended Teaching in the Public Psychology Course for Normal Students

Yingying Chen — 2025-10-31

Aligned with Outcome-Based Education (OBE) reforms in teacher-education institutions, this study implemented an online–offline blended model in a General Psychology course and empirically examined student satisfaction. Two intact classes of 2024-cohort normal teachers served as an experimental group (blended instruction) and a control group (conventional in-person lectures). Post-instruction comparisons were conducted on course satisfaction, self-reported learning outcomes, and the final theoretical exam. Results indicated high overall satisfaction; relative to the control group, blended instruction yielded significantly higher learning-outcome ratings and exam scores. These findings support blended delivery as a viable approach to advancing OBE-aligned competencies in teacher education.