Zobrazeno 1 - 4
of 4
pro vyhledávání: '"Kayode Babatunde Olawumi"'
Publikováno v:
Interdisciplinary Journal of Education Research, Vol 6, Pp 1-20 (2024)
Teacher continuous professional development programs have been identified as important tools for integrating education for sustainable development (ESD) into teacher education in South Africa. Research studies have indicated that in-service training
Externí odkaz:
https://doaj.org/article/c289d0c21c1743c5b6d98b7c9fde41ad
Publikováno v:
E-Journal of Humanities, Arts and Social Sciences, Vol 3, Iss 11, Pp 116-125 (2022)
The outbreak of the COVID-19 pandemic has negatively impacted the educational system all over the world in many ways, including teaching and learning. Schools had to abandon face-to-face teaching and learning and adopt online teaching approaches. Thi
Externí odkaz:
https://doaj.org/article/169144253108430dab257a5f173d8e98
Publikováno v:
International Journal of Learning, Teaching and Educational Research. 22:140-159
The South African government has developed and incorporated African Indigenous Knowledge (AIK) in the school curriculum however, efforts to integrate AIK in teaching and learning have not yielded the desired results. The study, sought to investigate
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ef6dac894c52a56d225e55161c2b47e0
https://doi.org/10.26803/ijlter.22.5.7
https://doi.org/10.26803/ijlter.22.5.7
Autor:
Mzuyanda Percival Mavuso, Kayode Babatunde Olawumi, Xolani Khalo, Babalwa Kafu-Quvane, Busiswa Mzilikazi
Publikováno v:
International Journal of Learning, Teaching and Educational Research. 21:73-86
Countries all over the world are experiencing the devastating havoc of climate change. Drastic efforts directed at integrating climate change education into the school curriculum in South African Secondary schools have been unsuccessful due to a lack
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::488c6c97f2667039f9a1e71bbc65b5b6
https://doi.org/10.26803/ijlter.21.11.5
https://doi.org/10.26803/ijlter.21.11.5