Journal Emerging Technologies in Education

The Role of Technology in Non-Formal Education in Rural South Africa

2025-04-11T06:26:17+07:00

Background. Non-formal education plays a significant role in rural South Africa, where formal education systems often face challenges such as limited infrastructure and financial resources. The integration of technology can help bridge these gaps, offering innovative ways to deliver education in under-resourced areas.
Purpose. This study aims to explore the role of technology in enhancing non-formal education in rural South Africa, particularly focusing on its effectiveness in improving access, quality, and engagement for learners.
Method. A qualitative research approach was employed, with interviews and focus group discussions conducted among educators, students, and community members in rural areas. Data were analyzed thematically to identify patterns and insights regarding the use of technology in non-formal learning environments.
Result. The findings reveal that technology, particularly mobile learning platforms and digital resources, has significantly enhanced accessibility to educational materials. Additionally, it has contributed to more interactive and engaging learning experiences, though challenges such as unreliable internet connectivity and limited technological skills among educators persist.
Conclud. The study concludes that while technology has great potential to improve non-formal education in rural South Africa, efforts must be made to address the challenges of infrastructure and digital literacy. Furthermore, collaboration between government, educators, and communities is essential to maximize the impact of technological interventions.

The Story of Struggle and Hope: Narrative Accounts of Female STEM Students in Egyptian Higher Education

2025-04-20T17:23:21+07:00

Baground. Women in science, technology, engineering, and mathematics (STEM) fields in Egypt continue to face persistent structural and socio-cultural challenges, despite policy efforts to promote gender equity in higher education. The experiences of female STEM students remain underrepresented in scholarly discourse, particularly from an emic, narrative perspective.
Purpose. This study aims to explore the lived experiences, challenges, and aspirations of female undergraduate STEM students in Egyptian universities through narrative inquiry.
Method. Drawing on in-depth, semi-structured interviews with 20 participants from three major public institutions, the research documents personal accounts of gender-based obstacles, including societal expectations, institutional biases, and limited access to mentorship. Thematic narrative analysis revealed two dominant storylines: struggle against systemic barriers and hope grounded in academic identity, family support, and peer solidarity.
Results. Findings reveal two dominant narrative arcs: “struggle”-characterized by marginalization, institutional neglect, and gender bias-and “hope”-rooted in academic identity, peer solidarity, and personal resilience. Participants employed strategies such as informal mentorship, emotional self-regulation, and counter-stereotypical performance to navigate male-dominated academic spaces.
Conclusion. The study concludes that while structural inequalities persist, female students actively construct pathways of persistence, agency, and transformation within STEM fields. These findings provide valuable insights for educators, policymakers, and institutional leaders aiming to foster inclusive and supportive environments in STEM education.

Snow, Silence, and Story: Narrative Metacognition in Sami Student Learning in Arctic Norway

2025-04-20T17:27:49+07:00

Background. In Arctic Norway, the education of Indigenous Sami students involves navigating linguistic, cultural, and ecological dimensions that differ markedly from mainstream schooling norms. Traditional pedagogies often overlook how local knowledge systems and environmental contexts shape learning processes.
Purpose. This study investigates how narrative metacognition—learners’ awareness and regulation of their thought processes through storytelling—emerges among Sami students in Arctic educational settings. The research aims to explore how narrative practices, silence, and spatial awareness function as cognitive tools within Sami learners’ reflective processes.
Method. A qualitative research design was employed, using narrative inquiry and ethnographic observation in two Sami-majority schools. Data were collected through student storytelling sessions, classroom reflections, and teacher interviews.
Results. The findings reveal that Sami students frequently engage in self-reflective meaning-making through oral narratives and strategic use of silence, often linked to landscape, seasonal rhythms, and intergenerational knowledge. These metacognitive expressions reflect a culturally embedded logic of learning that resists conventional Eurocentric measures of participation and articulation.
Conclusion. The study concludes that recognizing and supporting narrative metacognition can enhance culturally responsive pedagogy in Indigenous education contexts. These insights contribute to both Indigenous education research and broader efforts to decolonize learning environments.

Designing Inclusive Hybrid Learning Using Eye-Tracking and Adaptive UX: A Neuroadaptive Framework

2025-04-20T17:19:27+07:00

Background. The growing diversity of learners in hybrid education environments necessitates adaptive systems that respond to individual cognitive and emotional states in real time. Traditional user experience (UX) models often fail to accommodate neurodivergent users or those with varying attention patterns and processing styles.
Purpose. This study proposes a neuroadaptive framework that integrates eye-tracking technology and adaptive UX design to create inclusive hybrid learning experiences.
Method. The research aims to examine how real-time gaze data can inform interface adjustments that support engagement, accessibility, and cognitive load management. Employing a mixed-method design, the study involved 58 university students who interacted with a prototype learning platform embedded with eye-tracking sensors and adaptive UX features. Quantitative data from gaze patterns, task completion, and performance metrics were complemented by qualitative feedback through user interviews and think-aloud protocols. Results. Results indicate that the neuroadaptive interface significantly improved task efficiency, learner focus, and subjective usability across diverse cognitive profiles.
Conclusion. The study concludes that This study demonstrates that real-time biometric feedback can personalize hybrid learning experiences and improve inclusivit.

Decentralized Peer Review and e-Assessment in Hybrid Learning: Blockchain as a Tool for Equitable Feedback Mechanisms

2025-04-20T17:22:23+07:00

Background. The integrity and equity of assessment in hybrid learning environments have been increasingly challenged by issues of transparency, bias, and centralized control. Traditional peer review systems often lack traceability and accountability, leading to concerns about the fairness and credibility of formative feedback.
Purpose. This study explores the application of blockchain technology as a decentralized infrastructure for peer review and e-assessment in hybrid learning contexts. The research aims to evaluate how blockchain-based systems can enhance feedback transparency, reviewer accountability, and student trust in digital assessment processes.
Method. Employing a design-based research methodology, a prototype blockchain-enabled peer assessment platform was developed and tested with 92 university students across two hybrid courses. Quantitative and qualitative data were collected through platform analytics, student surveys, and focus group discussions.
Results. The results demonstrate that blockchain-based systems can serve not only as secure ledgers but also as ethical architectures for equitable formative assessment
Conclusion. The study concludes that blockchain offers a viable mechanism for building equitable, transparent, and tamper-resistant assessment systems in hybrid learning. The research contributes to the growing field of educational technology by introducing a scalable model for decentralized e-assessment.