Kotebe Journal of Education

The Relevance of Mama Mkubwa Model in the Completion of Secondary School Education among Teen Mothers in Kalambo District – Rukwa Region, Tanzania

2025-07-07T11:28:48+00:00

Globally, school dropouts due to pregnancy are on the increase despite numerous efforts employed by the state government and the international community to address the problem. To address the problem, this work focuses on the community's indigenous knowledge, called the Mama Mkubwa model, which is embedded in Ubuntu philosophy, where teen mothers are sheltered at the community-built structure. The study aimed at identifying the roles and significance of the model in supporting teen mothers with their secondary school education. The study adopted a pragmatic philosophy, which allowed the utilization of a descriptive case study design. Data was collected from 13 respondents who were selected using systematic sampling. Using SPSS version 26 and Atlas. TI, quantitative and qualitative data were analyzed. This research has demonstrated the relevance of the Mama Mkubwa Model in supporting teen mothers to attain their secondary education. The findings indicate that protection from violence and abuse (32%) and provision of basic needs (26%) have more value and meaning when provided by the older women in tackling the specific challenges encountered by teen mothers. The model demonstrated its usability in enhancing retention and completion rates; nevertheless, its success depends on ongoing community aspiration and support. Policymakers and educational stakeholders must consider formalising the Mama Mkubwa Model to foster a more inclusive and supportive educational environment. From these findings, it can be deduced that future research may investigate the enduring effects of the Mama Mkubwa Model on the career trajectories and economic empowerment of teen mothers.

Public Higher Education Institutions’ Potential Barriers in Producing Competent Graduates

2025-07-07T11:51:11+00:00

This study aimed at investigating public higher education institutions’ potential barriers in producing competent graduates. It was a descriptive mixed research design which used a multistage stratified random sampling technique to select research samples for the study. The study included 320 academic staff and 800 students randomly selected from seven universities. Data collected using questionnaires and interview was analyzed using descriptive and inferential statistics for numerical data and thematic analysis for qualitative data. Results confirm that higher education institutions’ instructional practices were found to be mainly narrowed to the tradition of imparting knowledge at the cost of developing graduates’ competence to think critically, develop experiences and solve problems. Based on the findings, the research suggested practical and attainable recommendations that guide future actions, policies, or interventions concerning strategies those higher institutions of Ethiopia need to utilize in order to produce competent graduates.

The Common Social Studies Class Room Teaching-Learning Methods in Middle-Level Schools of Addis Ababa: The case of Yeka Sub-City

2025-07-07T12:07:00+00:00

The main objective of this study was to investigate the common social studies classroom teaching-learning methods in middle-level schools. To accomplish this goal both primary and secondary data sources were utilized. Concurrent mixed method of data analysis was employed. Key informant interview, Focus Group Discussion, survey and personal observations were employed to gather primary data. A simple random sampling method was applied to selct a sample of 319 students. In addition, 16 subject teachers were engaged through Key Informant Interview and Focus Group Discussion. The survey result indicates the presence of notable gaps in the teaching methodologies. The moderate mean scores across various aspects of class room teaching learning execution often falls short of engaging students in meaningful learning experiences. The study further identify the practice of various assessments based on a ratio of 60% continuous assessment and 40% summative assessment despite the domination of factual mastery over students' abilities in critical thinking, including analysis, synthesis, evaluation, and application. Thus, enhancing teachers’ trainings, increase of instructional time and resource allocation and promoting active learning practices are recommended as remedies.

Reimagining Initial Teacher Education for the 21st Century in Ethiopia

2025-07-17T05:40:47+00:00

The rapidly evolving 21st-century educational landscape, marked by technological advancements, globalization, and complex societal challenges, necessitates a fundamental reimagining of Initial Teacher Education (ITE). This study aims to identify the key characteristics of effective Initial Teacher Education (ITE) programs, explore the essential competencies and dispositions future teachers require and how programs can cultivate these, and investigate innovative pedagogical approaches and transformative practices to enhance the preparation of educators for the 21^st-century classroom. Employing a qualitative instrumental case study design, data were gathered through key informant interviews and focus group discussions with 45 diverse educational stakeholders in Ethiopia. Thematic analysis revealed that effective ITE demands rigorous selection criteria, a relevant curriculum tightly integrating theory with extensive, practical, research-informed experiences, strong stakeholder collaboration, and supportive learning environments including mentorship. Core competencies identified include deep subject matter and pedagogical knowledge, skills in managing diversity and fostering inclusivity, strong communication, adaptability, critical thinking, digital literacy, and reflective practice. Furthermore, integrating innovative, student-centered pedagogies like experiential, inquiry-based, and technology-enhanced learning is crucial. The findings underscore the need for holistic ITE reform for the complexities and demands of 21^st-century classrooms.

The Role of Artificial Intelligence in Shaping Human Interaction and Cognitive Function

2025-07-08T05:44:03+00:00

The advent of Artificial Intelligence (AI) has led to profound changes in human interaction and cognitive functions, fundamentally transforming the way individuals engage with technology and with each other. AI technologies, including machine learning, natural language processing, and neural networks, have become pervasive in everyday life, shaping communication, learning, and decision-making processes. This article explores the evolving role of AI in shaping human cognition, emphasizing both its positive impacts, such as enhanced cognitive abilities, and the challenges it introduces, including the potential for cognitive dependency. The study draws on an extensive review of existing literature and relevant case studies to investigate the psychological effects of AI, highlighting its influence in key sectors such as education, healthcare, and social media. However, the increasing reliance on AI also presents significant concerns, particularly regarding cognitive dependency. As individuals become more dependent on AI for tasks like memory retention and decision-making, there is a risk of diminishing cognitive engagement and critical thinking abilities. Additionally, the integration of AI into social media raises questions about its impact on interpersonal relationships and mental health, particularly in terms of privacy, data security, and the formation of echo chambers. Ultimately, while AI offers substantial benefits in terms of efficiency and cognitive enhancement, its long-term implications for human cognitive capabilities and behavior warrant careful consideration and further research to address the psychological challenges it poses.