International Journal of Sociology of Education

Implementation and Problems of Education Based on Gender Equality, Disability, and Social Inclusion at Schools in Indonesia

Evi Muafiah — 2025-02-25

Inclusive education in Indonesia requires a serious study on the discourses concerning gender equality, disability, and social inclusion. Hence, this study aimed to uncover the implementation of education based on gender equality, disability, and social inclusion at schools in Indonesia. This study also sought to identify the problems faced by teachers in teaching based on gender equality, disability, and social inclusion. By adopting an explanatory mixed-method design, the first objective was attained by implementing a quantitative survey on 315 teachers of elementary and secondary schools in Indonesia. A descriptive qualitative method was further conducted by involving 30 teachers to confirm the foregoing quantitative data. The second objective was attained by conducting a descriptive qualitative study with the involvement of the aforesaid 30 teachers who had been selected purposively. This study found a moderate implementation of gender equality, disability, and social inclusion education. However, teachers at some schools faced problems related to gender stereotypes, non-inclusive curriculum, unsupportive social expectations, lack of knowledge in teaching students with disabilities, limited resources, and difficulties in adapting teaching methods. This study highlights the need to address stereotypes, promote inclusive education for students with disabilities, and combat social injustice and resource limitations for inclusive teaching.

School Connectedness As A Differentiating Factor For School Climate In An Intercultural Environment. A Case Study

Ismael Piazuelo-Rodríguez — 2025-02-25

The study explores school coexistence at an educational center in the San Pablo neighborhood of Zaragoza, a community characterized by cultural diversity and socio-economic disadvantages. Using a qualitative approach, it examines the perceptions and experiences of students and teachers regarding daily coexistence. The study highlights key factors such as mutual respect, effective conflict management, and a safe environment, all rooted in the concept of school connectedness—a sense of belonging that fosters inclusion and respect. The findings emphasize the importance of teacher training in intercultural competencies and suggest that student-teacher relationships are critical to improving school climate. The results are relevant not only for this specific context but could also be applied to similar socio-economic and multicultural settings, making this research a valuable reference for improving school environments.

Investigating Malaysian ESL Classrooms As Dynamic And Multifaceted Communities Of Practice

David Tchaikovsky Boon Ern Teh — 2025-02-25

Community of practice refers to the communal use and maintenance of shared practices, values, and engagement but discourse on how it transpires in Malaysian English as a second language (ESL) classrooms are limited. This study proposes a novel positioning of teachers as traversal agents operating in various classroom communities of pratice to investigate how teachers profile their learners as a community of ESL learners. Firstly, thirty-three teachers were briefed about the theoretical and practical applications of Community of Practice. They were then observed teaching between three to six lessons, which were planned based on the information gathered from a proposed community of practice survey. The observations and survey findings demonstrated how the positioning of teachers as traversal agents in classroom communities has enhanced their abilities to: (i) identify classroom language use (ii) leverage classroom dynamics to promote better learner engagement. Subsequent interviews and focus groups highlighted the survey’s ability to personalise, differentiate, and localise learning. Future studies can employ statistical measures to model the language teacher’s membership in Malaysian ESL classroom communities and provide robust triangulation of said positionality.

Project-Based Problem Learning: Improving Problem-Solving Skills in Higher Education Engineering Students

Muhammad Husin — 2025-02-25

In engineering education, fostering problem-solving skills is essential for students to meet industry demands. Project-Based Problem Learning (PBPL) is a promising approach to enhancing these skills. This study aims to investigate the impact of PBPL on the problem-solving skills of engineering education students and explore their perceptions of PBPL. A sequential mixed-method approach combined quantitative pre-and post-test analysis with qualitative insights from interviews and questionnaires. The results indicate a significant improvement in problem-solving skills among students after implementing PBPL. Moreover, students expressed positive perceptions of PBPL, highlighting its benefits in enhancing critical thinking and collaboration. PBPL shows promise in enhancing problem-solving skills among engineering education students and has positive implications for teaching and learning in universities. The findings suggest that integrating PBPL into engineering curricula can effectively enhance students' problem-solving abilities, better preparing them for future challenges in the industry.