Assessing Teacher Characteristics and ICT Adoption in Selected Lusaka Secondary Schools of Zambia

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This study assesses how specific teacher characteristics influence ICT adoption in selected Lusaka District secondary schools in Zambia. Despite ICT’s potential to transform pedagogy, its uptake in secondary schools generally remains uneven. It has been observed that technology alone cannot guarantee improved learning outcomes without underscoring the need to understand teacher-level drivers of adoption (Kalimaposo, et al., 2025; Selwyn,2012).

A mixed-methods design was employed in the study, 210 teachers from ten government schools completed a survey grounded in the Technology Acceptance Model and Unified Theory of Acceptance and Use of Technology. Perceived usefulness was defined as “the degree to which a person believes that using a particular system would enhance his or her job performance” (Davis, 1989:320). In-depth interviews with 20 purposively sampled teachers explored attitudes, self-efficacy, and prior ICT training. In terms of study results/findings, regression analyses indicated that digital self-efficacy—understood as “people’s beliefs in their capabilities to produce designated levels of performance” (Bandura, 1997:3) – was the strongest predictor of ICT use (β = .42, p < .001). Facilitating conditions, or “the degree to which an individual believes that organizational and technical infrastructure exists to support use of the system” (Venkatesh et al., 2003:453), also significantly predicted adoption (β = .29, p < .01). Qualitative themes highlighted that targeted professional development and access to functional hardware were critical enablers.

The study concludes that, teacher self-efficacy and infrastructural support jointly shape ICT integration in Lusaka’s secondary schools. The study recommends that, policymakers should prioritize ongoing hands-on training and strengthen school-level support structures to foster sustainable technology adoption.

Exploring Pedagogical Approaches Used by Teachers for Learners with Intellectual Disabilities in Selected Schools of Luanshya District, Zambia

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The study explored the pedagogical approaches used in teaching of learners with intellectual disabilities (IDs) in Luanshya district. The study employed the qualitative interpretivism research paradigm and a descriptive research design. The sample size involved 15 special education teachers. Homogeneous purposeful sampling procedure was used to select all the participants. The instruments for data collection were semi- structured interview schedule, FGDs and observation checklist. Qualitative data were analyzed thematically. The study found that some of the pedagogical approaches for learners with IDs were teaching methods, strategies and techniques. Examples of teaching methods included demonstration methods; question and answer and exposition. Examples of teaching strategies include discussion, task analysis; cooperative learning; individualized learning; one to one learning; field trips; pair work; story telling; role-play and using pictures for learning. Examples of teaching techniques included repetitions; coaching; hands-on and instructional prompts. The study also unveiled the barriers to successful implementation of the teaching strategies used by teachers for learners with IDs. These were lack of teaching skills among the teacher, inadequate teaching and learning materials for lesson delivery and unfriendly learning environments for learners with IDs, overcrowded classrooms, limited time for teaching and unmodified curriculum for learners. Schools made the following efforts to address the barriers: Having more CPDs to improve the teaching skills, consultations from colleagues, capacity-building teachers, improvisation of teaching and learning resources for delivery of lessons, provision of remedial works to all slow learners, engaging in writing books for learners with learners with IDs and increase the learning time for learners. Based on the findings of the study, it was recommended that MoE should provide schools with the necessary teaching and learning resources, support teachers engaged in writing books for learners with IDs, capacity build special teachers, improve the infrastructure in schools to address the challenges of overcrowdings and limited numbers of desks in the classrooms. Schools should engage in CPDs, teachers should engage in research practices and engage in consultations from colleagues.

The Influence of Financial Performance on Firm Value with Good Corporate Governance as a Moderating Variable

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This study aims to determine, analyze and test the Influence of Financial Performance on Company Value with Good Corporate Governance as a Moderating Variable Empirical Study on Commercial Banks Listed on the Indonesia Stock Exchange 2019-2023. The Financial Performance includes the Loan to Deposit Ratio (LDR), Capital Adequacy Ratio (CAR), and Return on Assets (ROA). The company value in this study is proxied by PBV (Price to Book Value) The method used in this study is a quantitative method that uses secondary data with documentation studies in the form of financial reports of Conventional Commercial Banks that have been published through the Indonesia Stock Exchange website, namely http://www.idx.co.id, the Financial Services Authority http://www.ojk.go.id, and the website of the related bank. The population in this study were all Commercial Banks listed on the Indonesia Stock Exchange. The sampling technique in this study used purposive sampling, so that a sample of 30 Banks was obtained. This study uses multiple linear regression analysis and MRA (Moderated Regression Analysis) regression test processed using Statistical Package for Social Science (SPSS) 26. The results of this study indicate that LDR has a significant effect on PBV, CAR has a significant effect on PBV, ROA has a significant effect on PBV, GCG is able to moderate the relationship between LDR and PBV, GCG is unable to moderate the relationship between CAR and PBV, GCG is unable to moderate the relationship between ROA and PBV. In practice, this study is expected to provide information for banks, especially for banking management in determining policies and in making strategies and planning to continue to improve the quality of bank performance, so that it can improve performance assessment and investment potential.

Implementation of Green Accounting and Risk Management Disclosure on Firm Value

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Firm value is a crucial aspect that must be maintained and continuously enhanced by companies. Firm value itself can be influenced by several factors, including the implementation of green accounting and risk management disclosure. This study aims to examine how the implementation of green accounting and the disclosure of risk management contribute to firm value. The research focuses on financial sector companies listed on the Indonesia Stock Exchange (IDX) in 2023. Data analysis was conducted using the Generalized Additive Model (GAM) through R Studio. The results indicate that the implementation of green accounting and the disclosure of risk management do not have a significant effect on firm value.

The Implementation of an Artificial Intelligence-Based Curriculum for Students’ Learning and Performance in the Digital Era

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This study aims to explore the implementation of an artificial intelligence (AI)-based curriculum and its impact on student learning and performance in the digital era. The research employed a qualitative approach using in-depth interviews, participatory observations, and documentation of the curriculum implemented in a specific study program. The findings indicate that integrating AI into the curriculum significantly enhances interactivity, engagement, and students’ academic achievement. AI plays a role in providing adaptive learning experiences, delivering prompt feedback, and supporting the personalization of learning materials according to each student’s needs and abilities. Furthermore, the use of AI fosters the development of critical thinking, collaboration, and more effective independent learning skills. The study recommends improving students’ digital literacy and providing intensive training for lecturers to optimize the use of AI in higher education. These findings may serve as a strategic reference for developing digital curricula that are relevant, innovative, and adaptive to the challenges of learning in the modern technological era.

Teachers and Learners’ Perspectives on E-Learning Preparedness in Selected Urban Schools of Lusaka, Zambia

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The study focused on the experiences of teachers and pupils on e-learning preparedness in selected urban schools of Lusaka anchored on interpretive phenomenological perspective. The aim of the study was to explore the experiences of teachers and pupils on e-learning and establish the measures put in place on e-learning preparedness in the selected schools of Lusaka urban. The sample comprised 25 participants, i.e.,10 pupils, 9 ICT teachers, 2 Head Teachers and 2 specialists from the Curriculum Development Centre (CDC). The study employed purposive sampling, specifically homogenous sampling to select head teachers, pupils, and curriculum experts. Data were collected using interview guide, focus group discussion and observation checklist on the preparedness of e-learning in selected schools of Lusaka, district in Zambia. Data were analyzed using thematic analysis where major themes were drawn and coded. Based on the study findings it is evident that teachers’ experiences and challenges of e-learning preparedness were due to the lack of ICT infrastructure, lack of trained ICT teachers, poor network connectivity, lack of acceptance to new technology, electricity load shedding and the lack of parental involvement in e-learning programmes. Further, on usage, the study revealed that pupils did not know how to use the e- learning platforms. Both teachers and pupils exhibited inadequate skills and knowledge of eLearning software. The study recommended that e-learning preparedness should include training of trainers of ICT, building ICT infrastructure, and ensuring that ICT is a compulsory subject from primary to secondary schools. Additionally, Continuous Professional Development (CPD) for all teachers on e-learning assessment and feedback should be encouraged in all schools. Appropriate digital literacy and pedagogical approaches should be employed in schools to enhance e-learning.

School Branding: Strategies to Increase Interest Among New Students in Private Schools

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The purpose of this research is to analyze educational marketing management through school branding in an effort to increase the number of new students, particularly in private schools. Educational marketing management through school branding is a crucial strategy for private schools to enhance their enrollment numbers.

Changes in student admissions, especially after the implementation of zoning by the government, have triggered intense competition in attracting prospective students. This impact is felt by private schools, which must work harder to attract new students in order to improve their reputation within the community. As a challenge, private schools are required to build sustainable appeal to remain the preferred choice amidst fierce competition. The success of a school in attracting community interest is often related to the uniqueness it offers, the positive reputation it has built, and the distinguishing attractiveness compared to others.

In this article, a descriptive qualitative method will be employed to deeply analyze marketing strategies and their impact on increasing student enrollment in privae schools. The results of this study emphasize that the community’s trust in a school is significantly determined by the branding that is marketed to the public, leading educational service users to consider the school as their primary choice. Additionally, the paper outlines contextual marketing plans and strategies that align with current technological developments, with the aim of increasing the number of students in private schools.

The literature highlights four key activities in educational marketing management through school branding to boost new student enrollment in private schools. These activities begin with school marketing planning, which includes the development of the school identity, the development and implementation of content strategies, promotional activities, and the management of relationships and feedback.

The Motivational Bridge: Parental Relationship, Parental Guidance, and Academic Performance among Chinese Medical Students

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This study investigates the relationships between parental relationship, parental guidance, learning motivation, and academic performance among public medical university students in Henan Province, China, with learning motivation examined as a mediating variable. Using a quantitative design, data were collected from 517 students across two public medical universities and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results show that both parental relationship and parental guidance significantly enhance learning motivation, but only parental guidance has a direct positive effect on academic performance. Learning motivation was a strong predictor of academic performance and partially mediated the relationship between parental guidance and performance, while mediation for parental relationship was not significant. These findings, interpreted through Self-Determination Theory, Social Cognitive Theory, and the Stimulus–Organism–Response framework, underscore the importance of structured parental guidance in fostering student success. The study offers practical implications for universities and parents to collaborate in creating motivation-supportive environments and recommends future research incorporating broader parental influence variables and longitudinal designs.

Cultivating Engagement and Skills: The Impact of Cultural Content in University Labor Courses

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This study investigates the impact of incorporating local cultural content into labor education courses at a university in Guangxi, China, aiming to enhance the effectiveness and engagement of such courses. The research is grounded in the belief that integrating local cultural elements into course design not only revitalizes labor education but also more closely aligns it with the developmental needs of students, fostering a deeper connection with their local heritage while instilling virtues of hard work and dedication. The methodology unfolds in three phases: needs analysis, course design, and implementation and evaluation, utilizing a mixed-methods approach to comprehensively assess and integrate local cultural elements into the curriculum. Expected outcomes include increased student engagement, enhanced learning outcomes, positive attitudes towards labor, and strengthened community engagement and cultural preservation. This study contributes to the discourse on culturally relevant pedagogy and offers insights that may inform future initiatives in labor education and beyond, underscoring the potential benefits of cultural integration in educational settings.

An Exploration of Foreign Language Teachers’ Perceptions of Feedback Literacy

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Feedback literacy—the competencies enabling effective feedback exchange—remains under‐explored from educators’ perspectives in large, non‐Western contexts. This study surveys 1,000 foreign‐language teachers in Mali to map their definitions of feedback literacy and identify systemic enablers and barriers within an ecological framework. A sequential explanatory mixed‐methods design combined an online survey of 19 competencies with focus groups (n = 40). Exploratory factor analysis revealed three clusters—Relational Practices, Design Strategies, and Pragmatic Skills—and qualitative themes showed how classroom dialogues, departmental norms, institutional policies, and cultural reforms interact to shape feedback literacy. Findings inform a multilayered roadmap for professional development and policy benchmarks.