iosr-JRME   Volume-15 ~ Issue-3 ~ May – Jun. 2025

Abstract: This study aims at integrating the Technological Pedagogical Content Knowledge (TPACK) model into English Language Teaching (ELT) for secondary schools in the Democratic Republic of the Congo (DRC). The research is framed within a participatory action research (PAR) methodology, focusing on the collaborative development and application of TPACK principles by English language teachers in secondary schools. The TPACK model, which emphasizes the interconnectedness of content knowledge, pedagogical knowledge, and technological knowledge, is particularly relevant in the DRC.....

Keywords: TPACK, English Language Teaching (ELT), secondary schools, participatory action research (PAR), Democratic Republic of the Congo (DRC), technology integration, teacher development, educational outcomes.

[1] Baran, E., Chuang, H. H., & Thompson, A. (2011). TPACK: An Emerging Research And Development Tool For Teacher Educators. Turkish Online Journal Of Educational Technology, 10(4), 370-377.
[2] Blake, R. J. (2013). Brave New Digital Classroom: Technology And Foreign Language Learning. Georgetown University Press.
[3] Blin, F., & Appel, C. (2011). New Challenges For Language Teachers In The 21st Century: A TPACK Approach. Language Learning & Technology, 15(2), 1-17.
[4] Burns, A. (2010). Doing Action Research In English Language Teaching: A Guide For Practitioners. Routledge.
[5] Burston, J. (2014). MALL: The Pedagogical Challenges. Computer Assisted Language Learning, 27(4), 344–357. Https://Doi.Org/10.1080/09588221.2014.914539

Abstract: In the context of educational reform and the growing demand to improve the quality of teaching History and Geography at the lower secondary level, the development of students' thinking skills plays a crucial role. It not only enables learners to actively acquire knowledge but also equips them with the capacity to flexibly apply what they learn to real-life situations. This article proposes three pedagogical measures aimed at fostering historical and geographical thinking skills among Grade 9 students through the teaching of Theme 3: "Protecting Vietnam's Sovereignty, Rights and Legitimate Interests in the East Sea......

Keywords: Historical and Geographical Thinking, Thinking Skills, Source Analysis, Graphic Organization, Sovereignty over the East Sea.

[1] Hoang Phe. Vietnamese Dictionary. Da Nang: Da Nang Publishing House, 2003.
[2] Clevai. "What Is Thinking Competency? Criteria For Assessing Thinking Competency," 2024. [Online]. Available: Https://Clevai.Edu.Vn
[3] Ministry Of Education And Training. General Education Curriculum – Comprehensive Program (Promulgated Under Circular No. 32/2018/Tt-Bgddt Dated December 26, 2018, Issued By The Minister Of Education And Training), 2018.
[4] Vu Minh Giang Et Al. History And Geography 9. Hanoi: Vietnam Education Publishing House, 2024.
[5] Nguyen Thi Thanh Xuan. "Mind Mapping – An Effective Teaching And Learning Method," 2019. [Online]. Available:
Https://Dainam.Edu.Vn/Vi/Tin-Tuc/Ban-Do-Tu-Duy-Phuong-Phap-Day-Va-Hoc-Hieu-Qua

Abstract: Background: Institutions of higher learning, including Kenya Medical Training College (KMTC) are facing increased competition to adopt methods that enable them separate themselves from their competitors and attract more learners while still maintain regulatory requirements and expectations of learners. This study aimed to assess the level of learner satisfaction with teaching and learning, determine the level of importance learners place on teaching and learning, and determine influence of satisfaction on academic achievement in KMTC campuses in the Nyanza region.....

Keywords: Teaching and learning, Learner satisfaction, perceived importance, academic achievement

[1]. Virtanen, M. A., Kääriäinen, M., Liikanen, E., & Haavisto, E. (2017). The Comparison Of Learners' Satisfaction Between Ubiquitous And Web-Basedlearning Environments. Education And Information Technologies, 22(5), 2565-2581.
[2]. González Rogado, A. B., Rodríguez Conde, M. J., Olmos Migueláñez, S., Borham Puyal, M., & García Peñalvo, F. J. (2014). Key Factors For Determining Learner Satisfaction In Engineering: A Regression Study.
[3]. Douglas, J. A., Douglas, A., Mcclelland, R. J., & Davies, J. (2015). Understanding Learner Satisfaction And Dissatisfaction: An Interpretive Study In The UK Higher Education Context. Studies In Higher Education, 40(2), 329-349.
[4]. Cho, M. K., & Kim, M. Y. (2017). Effects Of Learner Motivation And Teacher-Learner Interaction On Learner Satisfaction In Nursing Learners. The Journal Of The Korea Contents Association, 17(4), 468-477.
[5]. Qi, D., Zhang, M., & Zhang, Y. (2020). Influence Of Participation And Value Co-Creation On Learner Satisfaction Of Moocs Learning: Learner Experience Perspective. The Asia- Pacific Education Researcher, 1-10