Journal of Curriculum Studies Research

The Relationships between Pedagogical and Technological Competence and Digital Literacy Level of Teachers

2024-03-07T08:23:11+03:00

With the use of technology in education, the integration of digital literacy and technological skills with pedagogy has become one of the important competencies that teachers need to master. Thus, the study investigated the digital literacy, technological and pedagogical competencies of primary school teachers in Kazakhstan on a relational basis. The study was conducted with 223 primary school teachers working in various schools in Almaty. 'Digital Literacy Scale', 'Pedagogical Competence Scale' and 'Technological Competence Scale' were used to collect the data. T and F tests were used to compare school teachers' digital literacy, pedagogical and technological competencies based on gender and professional seniority. 'Multiple Regression Technique' was used to analyze the relationships between the variables of school teachers' digital literacy, pedagogical and technological competencies. The findings revealed that the pedagogical competencies of primary school teachers were high, while their digital literacy and technological competencies were at a moderate level. Pedagogical and technological efficacy and digital literacy of primary school teachers differed significantly based on gender and professional seniority. Male primary school teachers had high levels of technological competence and digital literacy, whereas female primary school teachers had high levels of pedagogical competence. Multiple regression analysis indicated that teachers' digital literacy significantly predicted their pedagogical and technological competencies.

Economics Teachers' Integration of ICT for Enhanced Economics Curriculum Implementation

2024-03-07T08:23:10+03:00

Information and communication technology (ICT) has gained tremendous attention as a tool for instructional delivery and assessment. However, high school Economics teachers have yet to fully utilize this educational tool to implement the Economics curriculum effectively. Information and communication technology enables teachers to communicate with learners outside the physical classroom, encourages learner engagement, facilitates differentiated teaching, simplifies abstract concepts, and helps teachers design, distribute and provide immediate assessment feedback. Nevertheless, there is sparse research on Economics teachers' integration of ICT to enhance Economics curriculum implementation in South Africa. This empirical study explores Economics teachers' ICT integration to enhance Economics curriculum implementation. Mediated learning experience (MLE) was the theoretical framework which guided this study. A qualitative approach was used in this study. Three teachers from three different research sites were purposefully selected for the study. Using a case study design, data were obtained through semi-structured interviews and classroom observations. The study findings reveal that the teachers in this study were utilizing ICT to enhance their teaching. However, there is still room for improvement in teachers' ICT integration. The study recommends continuous teacher development on ICT integration to enhance economics curriculum implementation.

Postgraduate Students’ Perceptions on the Benefits Associated with Artificial Intelligence Tools on Academic Success: In Case of ChatGPT AI tool

2024-03-30T09:37:01+03:00

Postgraduate students in developing nations, such as South Africa, are increasingly leveraging artificial intelligence tools like ChatGPT to elevate their academic success in the era of the fourth industrial revolution. This study aims to explore postgraduate students' perceptions of the benefits associated with the utilisation of artificial intelligence tools, with a specific focus on ChatGPT, in their academic success in South Africa’s historically disadvantaged universities. Employing a qualitative approach, the study aims to gain a deeper understanding of postgraduate views on this subject. The sample size comprised 10 postgraduate students pursuing master's degrees within the two selected South Africa’s historically disadvantaged universities, selected through purposive sampling. Semi-structured interviews were conducted to gather insights from the postgraduate students. Thematic analysis was employed to analyse the collected data. The study's findings shed light on the significant advantages of incorporating ChatGPT in students' academic journey with special focus on research success. The study found that ChatGPT proves beneficial for postgraduate students, with some utilising the AI tool to refine their research topics before submission to their supervisors. Moreover, ChatGPT assists postgraduate students in identifying grammatical errors and paraphrasing their academic writing, contributing to the enhancement of their writing skills. In light of these findings, the study recommends the immediate development of an innovative AI ethical use policy in South Africa’s historically disadvantaged universities. This policy should emphasise ethical guidelines for postgraduate students when utilising AI tools, such as ChatGPT to ensure responsible and effective integration into their academic success.