Abstract: Humanizing pedagogy is a growing concept in this era of machine aided instruction to maintain the essential human face in education. Teacher educators become the locus of such innovation. This study explores the nexus of technology and compassion-based pedagogy in work integrated learning (WIL) preparation for preservice teachers. Through the lens of compassionate teaching framework, the study investigated how teacher educators humanized pedagogy through interplay of technologies and compassionate teaching practices within WIL context. Thirty (30) teacher educators from two teacher training colleges in the same province were used as population for the study. Data were collected through semi-structured interviews, observations and document analysis. Thematic analysis revealed that teacher educators who effectively combined technology and compassion in their practices demonstrated enhanced empathy, critical thinking skills and creativity. The findings highlighted the importance of intentionally designing WIL experiences that foster development of both compassionate teaching and technological integration competences. This study contributes to the growing body of research on holistic teacher education emphasizing the need for teacher educators to develop a nuanced appreciation of the complex interaction that should exist between compassion, technology and student learning.

Alice Chesambu Ndiema – Department of Agribusiness Management and Extension

James Bill Ouda – Department of Educational Psychology

Karen Ohanga Ongeti – Department of Curriculum and Instructional Technology

Masinde Muliro University of Science and Technology

Email: finidgeorge@gmail.com/ achesambu@mmust.ac.ke/ jouda@mmust.ac.ke/ kongeti@mmust.ac.ke

Abstract: Precision Agriculture (PA) has strong potential to transform agricultural productivity and environmental sustainability. However, its integration into secondary school education remains limited. This study examined the influence of infrastructure and resources on the implementation of PA in secondary schools in Kisii and Nyamira Counties, Kenya. A sample of 254 school principals and 353 agriculture teachers was determined using Cochran’s formula. Proportionate random sampling was applied to select schools, while purposive sampling identified principals and teachers. Data were collected through questionnaires, interviews, and observation checklists. Instrument validity was ensured through content validation, while reliability was tested using Cronbach’s alpha. Data analysis was conducted using SPSS version 27, employing Pearson’s correlation, ANOVA, and regression analysis. The findings revealed a positive and statistically significant relationship between resources and PA implementation (r = .403, p = .034). ANOVA results indicated significant differences among schools based on levels of administrative support (F = 3.759, p < .024), with higher support linked to better PA implementation. The regression model was statistically significant (F (6, 346) = 6.89, p < .001), though it explained a modest proportion of variance (R² = .107). The study concludes that resources and administrative support are critical enablers of PA implementation. It recommends that Boards of Management and school principals allocate 8–12% of school capitation and internally generated funds toward agriculture and ICT development in the 2026–2029 School Improvement Plans.

Abstract: Biology plays a pivotal role in shaping scientific understanding and improving human welfare. However, in Kenyan Public Secondary schools continue to record low performance in the subject, expansively due to teacher-centred instructional approaches. This study examined the influence of computer simulations on students ’academic performance in Biology in public secondary schools in Kesses Sub-county, Kenya. The research was guided by the Constructivist Learning Theory, which emphasizes active learner participation and knowledge construction through interactive experiences. A mixed methods approach was employed by integrating a quasi-experimental Solomon four-Group design with a survey. The study involved 240 form three students drawn from four co-educational schools. Experimental group was instructed with computer simulations, while control group was taught using conventional methods, over six week-periods. Data were collected through pre-tests, post-tests, questionnaires, and classroom observations, and analyzed using descriptive statistics, paired t-tests, and ANOVA. Findings indicated that computer simulations significantly improved students’ academic performance, conceptual understanding, and engagement in Biology. The study concludes that simulation–based teaching can transform Biology learning by making it more interactive and effective. It recommends that the Kenya Institute of Curriculum Development and the Ministry of Education promote the use of computer simulations and train teachers to integrate them meaningfully in classroom.

Abstract: Artificial Intelligence (AI) is increasingly being integrated into tourism and hospitality education, offering innovative learning solutions such as virtual reality (VR) simulations, AI-assisted multilingual translation, and adaptive learning platforms. While these technologies enhance knowledge retention, communication skills, and cultural interpretation, their effectiveness and challenges remain underexplored, particularly in the Tanzanian context. This study examines the pedagogical implications, opportunities, and limitations of AI-driven training in vocational training colleges in Arusha. A mixed-methods approach was employed, combining quantitative surveys with tourism students and instructors, as well as qualitative expert interviews and curriculum analysis. The study aimed to assess AI’s impact on student engagement, skill development, and industry preparedness while also identifying barriers to implementation. The results indicate that AI-enhanced learning improves efficiency and engagement but faces critical adoption challenges, including high implementation costs, limited technological infrastructure, and reduced emphasis on improvisational and emotional intelligence skills. Additionally, gaps in faculty training and integration with experiential learning present further obstacles. A hybrid framework integrating AI with field-based learning, supported by investments in infrastructure, faculty, and tailored solutions, is key to advancing sustainable, competency based tourism and hospitality education in Arusha, Tanzania.

Received December 3, 2019; Reviewed April 3, 2020; Accepted April 6, 2020

Abstract: Technology integration in education is the expected bedrock of education in the 21stCentury. It plays an important role in digitalizing education. The bulk of teachers in Zimbabwe expected to implement integration were trained for 20thCentury education, thus they grapple with alternatives on the internet with limited skills. This study is a Content Analysis carried out to find out tangible ways of integration in the English Language classroom through a software, Moodle, which other parts of the world have adopted. The study dealt with three distinct regions purposively selected, the United States of America,Asia and southern Africa. Data on the use of Moodle in these regions from 2010 onwards was collected. The study employed the five-step qualitative data treatment namely i) collecting related data ii) organizing data for analysis ii) data coding iv) emerging themes and patterns and v) data interpretation. Findings indicated that in all the regions studied, Moodle has been widely adopted by teachers of English Language as a software of choice for integration. Teachers commend Moodle as a free, easy to install, user friendly and ideal for non-programmers. Recommendations are that public schools in Zimbabwe should adopt a Bring Your Own Device policy for integration in the classroom at a wider scale as most schools have limited purchase power for digital tools, encouraging all schools to have websites and servers for easy adoption of LMS, teachers of English Language to take on board Moodle to enable technology integration for daily classroom activities.