This issue consists of 5 articles from 12 authors affiliated with 8 institutions from 4 countries, including Indonesia (Universitas Timor), Tanzania (University of Dodoma, Mbeya College of Health and Allied Sciences & Mkwawa University College of Education), Nigeria (Sokoto State University), and India (Anchal Degree College Padampur, Govt. Women’s College & Gangadhar Meher University)
DOI: https://doi.org/10.56773/ierj.v1i3
Published: 2024-04-30
Original Research
Fostering Inclusive Practices: The Relationship between In-service Teachers’ Self-efficacy and Beliefs about Inclusive Practices
DOI : https://doi.org/10.56773/ierj.v1i3.23 || Abstract Views: 1625 || File Views: 736105-119
Enhancing Digital Literacy and Language Rhetoric among School Leavers: Rethinking Tanzania’s Basic Education Language Curriculum
DOI : https://doi.org/10.56773/ierj.v1i3.25 || Abstract Views: 527 || File Views: 591120-130
Pre-service Teachers Perception of the Use of E-learning During Covid-19 Pandemic in Colleges of Education in North-West, Nigeria
DOI : https://doi.org/10.56773/ierj.v1i3.17 || Abstract Views: 274 || File Views: 334131-143
Assessing Impact of Metacognitive Interventions on Academic Achievement of Higher Secondary School Students in Education
DOI : https://doi.org/10.56773/ierj.v1i3.27 || Abstract Views: 954 || File Views: 695144-157
Mathematical Concepts and Cultural Values at Abui Community Culture: Ethnomathematics Study in Traditional Villages, Alor Regency, Indonesia
DOI : https://doi.org/10.56773/ierj.v1i3.30 || Abstract Views: 328 || File Views: 476158-167