Journal of Global Research in Education and Social Science

AI and Educational Data Analytics in IEP Implementation: A Scoping Review of U.S. K–12 Education

2026-04-23T04:11:12+00:00

The Individuals with Disabilities Education Act (IDEA) requires that millions of students with disabilities in U.S. public schools receive individualized services through Individualized Education Programs (IEPs). However, persistent challenges in implementation fidelity, progress monitoring, and compliance continue to affect outcomes. This scoping review examines the emerging role of artificial intelligence (AI) and educational data analytics in addressing these challenges. Guided by the Arksey and O’Malley framework and reported in accordance with PRISMA-ScR guidelines, a systematic search of five electronic databases (ERIC, PsycINFO, Scopus, Web of Science, and Education Source) was conducted for studies published between January 2015 and December 2025. A total of 24 sources were included, comprising empirical studies (n = 8), literature reviews (n = 6), policy and grey literature (n = 5), conceptual papers (n = 3), and training modules (n = 2). Findings were organized across five thematic domains: AI-assisted IEP development, data analytics for progress monitoring, compliance and fidelity tracking, educator workload, and ethical considerations. Results indicate increasing adoption of AI tools alongside significant gaps in empirical validation, bias mitigation, and data privacy safeguards. The study proposes a conceptual framework and outlines implications for research, policy, and practice to support effective and equitable IEP implementation.

Examining the Role of Situational Leadership and School Culture in Teacher Performance within Resource-Limited Educational Contexts

2026-03-31T06:35:39+00:00

Aims: To analyze the influence of situational leadership style and school culture on teacher performance in regions characterized by limited access to educational services. Although extensive research has examined these relationships in resource-rich settings, empirical evidence from regions with limited educational services and infrastructure remains limited.

Study Design: This study used a quantitative approach with a survey design.

Place and Duration of Study: The study was conducted in six public high schools in Kab. Banggai Laut Regency, Central Sulawesi, from September to November 2025.

Methodology: The population of this study consisted of all teachers from six public senior high schools in Banggai Laut Regency, totaling 117 individuals. A sample of 91 teachers was determined using the Slovin formula with a simple random sampling technique. Data were collected through a Likert-scale questionnaire (1–5) that had been tested for validity and reliability. The variables measured included the principal’s situational leadership style, school culture, and teacher performance. Data were analyzed using descriptive statistics and multiple linear regression after conducting classical assumption tests (normality, linearity, multicollinearity, and heteroscedasticity).

Results: Multiple linear regression analysis revealed that situational leadership style had a positive but statistically non-significant influence on teacher performance (β = 0.016, P = .919). Similarly, school culture showed a positive regression coefficient with non-significant influence (β = 0.233, P = .068). The combined contribution of both variables was minimal, explaining only 3.8% of the variance in teacher performance (R² = 0.038), with the remaining 96.2% attributable to other factors outside the model.

Conclusion: The findings offer valuable insight for educational leadership and policy development in under- resourced regions, showing that efforts to improve teacher performance cannot rely on leadership and school culture alone, even though both have a positive influence, but must be complemented by structural interventions that strengthen professional support systems.

Effects of a BOPPPS-Integrated Treenity Blended Teaching Model on Undergraduate EFL Writing: A Quasi-Experimental Study

2026-04-10T12:05:09+00:00

This study investigated whether a BOPPPS-integrated Treenity blended teaching model could improve undergraduate EFL writing, self-regulated learning, and critical thinking in a context where process-oriented writing instruction had to be implemented within limited class time. A quasi-experimental pre-test/post-test design was conducted over one semester with 49 second-year undergraduates (24 in the experimental group and 25 in the control group). The experimental group received a blended treatment combining the six-stage BOPPPS framework with Treenity-supported platform, whereas the control group followed a more conventional teacher-led approach. Data were collected through pre- and post-writing tests, a self-regulated learning questionnaire, and a critical thinking disposition questionnaire. Results show that the experimental group showed significantly better post-test outcomes after controlling for pre-test scores in writing achievement, self-regulated learning, and critical thinking disposition. The findings indicate that the model supported not only better writing performance but also stronger learning management and more reflective engagement. The study contributes local evidence on blended EFL writing pedagogy by showing how a structured BOPPPS design and a Chinese online platform can be integrated in an undergraduate writing course.

A Comparative Study of Start-Up Orientation among Commerce and Non-Commerce Students in Kerala

2026-04-23T12:39:36+00:00

The study examines the awareness and attitude of commerce and non-commerce students towards start-ups. As the entrepreneurial ecosystem continues to grow rapidly, the career opportunities of start-ups start to become more and more attractive to students. The study was carried out among the students pursuing undergraduate and postgraduate courses in the Vadakara region, Kerala, India, in the academic year 2025–2026. A convenience sampling method was applied to select a sample of 100 students (in the forms of 50 students in the streams of commerce and non-commerce respectively). The data were analysed by means of descriptive statistics (mean and standard deviation) and inferential statistics (independent sample t-test, chi-square test, correlation matrix etc.) to test the difference and relationships between variables. This paper compares variations in awareness, interest, and perception in terms of academic backgrounds. Based on the primary data gathered by way of a structured questionnaire, the results indicate that students of commerce are more aware and have better attitudes in relation to non-commerce students. The research indicates the importance of academic exposure in the formation of entrepreneurial inclination and offers recommendations to enhance the culture of start-ups in disciplines.

Teachers' Perspectives on Inclusive Education for Children with Special Needs

2026-05-01T12:34:16+00:00

Inclusive education is widely recognized as a key approach to ensuring equitable access to quality education for children with special needs, requiring teachers to possess adequate knowledge, skills, and supportive resources. In the Nigerian context, particularly in private schools, gaps in teacher training, limited resources, and insufficient institutional support continue to hinder the effective implementation of inclusive education practices. This study investigates teachers' perspectives on inclusive education for children with special needs in Nigerian private schools. The primary purpose is to assess teachers' understanding of inclusive education, their familiarity with effective teaching strategies, and their preparedness to implement inclusive practices. A cross-sectional descriptive research design was employed for the study. The population comprised 70 teachers drawn from three private primary and secondary schools in Anambra State, Nigeria. Because the population was relatively small, a census sampling technique was adopted to include all eligible teachers. Data were collected using a structured questionnaire. The findings indicate that while teachers generally have a strong understanding of the core concepts of inclusive education, there are notable gaps in their knowledge of specialized teaching strategies and the use of assistive technologies. Additionally, the study highlights significant challenges related to inadequate teacher training, insufficient resources, and lack of institutional support, which hinder the effective implementation of inclusive education practices. Teachers expressed a strong desire for further professional development, with 93.2% indicating a willingness to engage in additional training. The study emphasizes the need for targeted professional development programs to enhance teachers' competencies in inclusive education, including training in specialized teaching methods and assistive technologies. Furthermore, resource allocation must be improved to support the integration of children with special needs into mainstream classrooms. The findings suggest that a collaborative approach among teachers, special education staff, and school administrators is essential for creating a truly inclusive environment. This study contributes to the growing body of research on inclusive education and provides practical recommendations for policy reforms to support inclusive practices in Nigerian schools.

Behavioral Model of Detergent Waste Management in Communities along the Canals of Makassar City, Indonesia

2026-05-12T13:18:39+00:00

Background: Detergent waste has become a significant environmental issue in urban areas, particularly in communities living along canal systems where domestic wastewater is often discharged directly without treatment. This practice contributes to water pollution and environmental degradation.

Aims: This study aims to analyze the influence of knowledge, motivation, and attitudes on community behavior in managing detergent waste in Makassar City.

Study Design: This study employed a quantitative approach using a survey method with an ex post facto design.

Place and Duration of Study: The study was conducted among households living along canal areas in Makassar City, Indonesia.

Methodology: A total of 200 households were selected using proportional stratified random sampling. Data were collected through structured questionnaires and analyzed using Structural Equation Modeling based on Partial Least Squares (SEM-PLS).

Results: The results indicate that community knowledge is relatively high in factual and conceptual aspects but low in procedural aspects. Community attitudes are generally positive; however, waste management behavior remains low, particularly in management and control practices. SEM analysis shows that knowledge of waste management and attitudes have a significant effect on behavior, while motivation does not have a significant effect. Furthermore, no significant mediating effects were identified.

Conclusion: Behavioral change in detergent waste management is influenced not only by knowledge and attitudes but also by contextual factors such as habits and the availability of facilities. Therefore, it is recommended that local governments enhance community-based environmental education focused on practical waste management skills and provide adequate wastewater treatment facilities to support sustainable detergent waste management.

Socio-cultural Determinants of Students’ Knowledge of Gender Roles in Agriculture: Evidence from a Nigerian Tertiary Institution

2026-05-19T11:36:50+00:00

Background: Gender roles in agriculture can potentially influence participation, decision-making, and career orientation among youths. Understanding learners’ perceptions and knowledge of gender roles is key for promoting inclusivity and equality, especially in the agricultural sector.

Aims: The study to describes the socio-economic characteristics of the participants, examine the learners' knowledge and perceptions of gender roles in agricultural production and identified social factors influencing learner’s knowledge of gender roles.

Study Design: Respondents were sample purposively to capture learners of Agricultural sciences. Primary data were obtained from 349 participants using Google form through the departmental WhatsApp groups.

Place and Duration of Study: The study was carried out in a Nigeran University.

Methodology: This study adopted a descriptive survey design at Ladoke Akintola University of Technology. The population comprised 469 Open and Distance Learning students in Agricultural Economics and Agricultural Extension and Rural Development. A total of 349 respondents (74.4%) were purposively selected. Primary data were collected using a structured questionnaire administered through WhatsApp groups via Google Forms. Data were analyzed using descriptive and inferential statistics.

Results: Results: Findings revealed that the mean age of respondents was approximately 22 years. Most respondents were single (76.5%), in their final year of study (55.2%), and had family members engaged in farming (78.5%). More than half (60.5%) demonstrated positive perceptions of gender roles, while 55.9% had high knowledge of gender roles in agriculture. Ethnic group (p = 0.024), prior exposure to gender-related courses (p = 0.028), peer influence (p = 0.010), media representation (p = 0.002), and family roles (p = 0.017) significantly influenced respondents’ knowledge of gender roles. However, place of residence outside school (p = 0.086) and cultural practices (p = 0.074) showed only marginal influence on learners’ knowledge of gender roles.

Conclusion: The study concludes that social and educational factors significantly shape learners’ knowledge and perceptions of gender roles in agriculture. Therefore, it is crucial for National Orientation Agency, Ministry of Agriculture and universities to create platforms for sensitization and mentoring of students to improve their knowledge of inclusivity, fairness and equality. This will ensure that the sustainable development goal number 5 is holistically addressed without neglecting the future policy makers.

English as Instrumental Capital and Tamil as Literary Habitat: Investigating the Comparative Invisibility of Writers of Tamil Origin in English

2026-05-20T11:21:04+00:00

The rise of Indian Writing in English marks a significant transformation in postcolonial literary history, where English evolved from a colonial administrative language into a powerful medium of creative and cultural expression. Despite Tamil Nadu’s long-standing engagement with English education and bilingualism, the comparatively limited visibility of Tamil-origin writers in Indian English literature reveals the complex influence of regional literary traditions, cultural identity, and institutional canon formation on literary production. This study explores the paradox of the invisibility of Tamil-origin writers in Indian Writing in English in the context of the long history of English education in Tamil Nadu and its strong tradition of bilingualism. The central aim of the investigation is to explore/understand how wide availability of English-medium education and resource in English did not result in a corresponding presence of canonically recognized Tamil-origin writers in English literary traditions. The study examines how vernacular literary continuity, language ideology, translation practice, canon formation and regional literary ecologies collectively contribute to literary (in)visibility and shape literary production. Theoretically, it draws from sociology of literature, postcolonial theory, and language ideology. Specifically, the analysis is informed by Pierre Bourdieu’s concepts of the literary field and cultural capital, Homi K. Bhahba’s concept of hybridity, and Gayatri Chakravorty Spivak’s deconstruction of linguistic and cultural representation. Methodologically, it takes an interpretive qualitative perspective relying on critical textual analysis within a comparative regional framework informed by the interdisciplinariness of literary, sociolinguistic, and cultural studies. The findings indicate that the literary ecology of Tamil Nadu is one with a layered linguistic hierarchy, with English being the language of instrumental capital while Tamil remains the language of symbolic, affective and creative articulation. The study also contends that translation asymmetries, canon formations, and disparities in literary circulation shape the exposure of writers of Tamil origins in English. Instead of signifying literary void, the Tamil case unfolds the intricate negotiations through which literary value and recognition are articulated within multilingual and asymmetrical systems of culture.