Research Article
Leaders’ Knowledge and Awareness on Creating Inclusive Learning Environment Through Technology Integration for Students with Disabilities: Jimma University in Focus
Habtamu Debasu Belay*
,
Muluken Tesfaye Kabtyimer
Issue:
Volume 10, Issue 3, June 2025
Pages:
64-76
Received:
7 February 2025
Accepted:
11 April 2025
Published:
14 May 2025
Abstract: The main purpose of this study is to investigate university leaders’ knowledge and awareness of creating inclusive learning environment through technological integration for SWDs in Jimma University. The study employed a mixed research design (QUAN→qual) with an explanatory sequential design. The key findings revealed that there is a low level of understanding of leaders. The correlation result among leaders’ understanding and creating inclusive learning environment was (0.838**). This result suggested that there is a strong positive correlation. The p-value is <0.01, which means a statistically significant. Moreover, the result of multiple regression (p=.00) proved that the predictor and residence variable had strong relationship. Furthermore, training, sharing experience, collaboration with SWD services of accessibility are the strategies which adopt to enhance leaders knowledge and awareness. Finally, it is recommended that all university leaders work in collaborate with disability support services to create an inclusive learning environment for SWDs by integrating technology.
Abstract: The main purpose of this study is to investigate university leaders’ knowledge and awareness of creating inclusive learning environment through technological integration for SWDs in Jimma University. The study employed a mixed research design (QUAN→qual) with an explanatory sequential design. The key findings revealed that there is a low level of u...
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Research Article
Teachers' AI Adoption in Namibia: A Theory of Planned Behaviour Analysis
Issue:
Volume 10, Issue 3, June 2025
Pages:
77-87
Received:
25 March 2025
Accepted:
30 April 2025
Published:
22 May 2025
DOI:
10.11648/j.her.20251003.12
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Abstract: Artificial Intelligence (AI) holds transformative potential for education, yet it remains excluded from Namibia’s secondary school curriculum. The reasons for this exclusion are unclear. However, the COVID-19 pandemic exposed fundamental flaws in the lack of AI integration, as the education sector—like many others—faced significant disruptions. Introducing AI education and incorporating its use in secondary schools could enable Namibia to leapfrog in innovation and harness the opportunities presented by emerging technologies. This could drive both innovation and socio-economic growth. For this to occur, it is essential to understand teachers’ perspectives on teaching AI. Grounded in the Theory of Planned Behaviour (TPB), this study investigates Namibian teachers’ behavioural intentions to teach AI, examining the roles of attitudes, subjective norms, and perceived behavioural control, alongside implementation challenges. A mixed-methods approach was adopted, combining surveys with exploratory factor analysis (EFA) involving 22 teachers from the Khomas Region. While the primary aim—assessing TPB constructs (attitudes, subjective norms, and intentions)—was achieved, predictive analysis was limited by sample size. EFA extracted three TPB-aligned factors: attitude (ATT), behavioural intention (BI), and subjective norm (SN). However, statistical power was insufficient for regression or structural equation modelling (KMO = 0.50; Bartlett’s p < 0.001), reflecting the need for broader sampling. Demographically, most participants (54.5% male, 45.5% female) were aged 30–39, held honours degrees, and taught in urban public schools. Despite low perceived behavioural control (e.g., limited resources), teachers reported strong intentions to teach AI, driven by positive attitudes and social expectations. The findings highlight the TPB’s relevance in Namibia’s AI education context while revealing systemic barriers. To facilitate adoption, policymakers must address resource gaps, provide teacher training, and improve infrastructure. This study offers a foundational TPB-based framework for future research in under-resourced educational settings.
Abstract: Artificial Intelligence (AI) holds transformative potential for education, yet it remains excluded from Namibia’s secondary school curriculum. The reasons for this exclusion are unclear. However, the COVID-19 pandemic exposed fundamental flaws in the lack of AI integration, as the education sector—like many others—faced significant disruptions. Int...
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