Studies in Humanities and Education

Assessing the Responsiveness of Moulay Ismail University to Teachers' Continuous Professional Development Needs: A Mixed-Methods Analysis

2024-09-12T11:06:18+00:00

This study investigates the responsiveness of Moulay Ismail University (UMI) to the continuous professional development (CPD) needs of its teaching staff. The study integrates both quantitative and qualitative methods to gain a comprehensive understanding of teachers' perspectives. The quantitative phase involved administering a structured questionnaire to 214 teachers, focusing on their perceptions of the university's CPD offerings, including availability, relevance, accessibility, and institutional support. Descriptive statistics were used to analyze this data, revealing a predominantly negative attitude among teachers towards their university's ability to meet their CPD needs. The qualitative phase involved semi-structured interviews with 21 teachers. These interviews provided deeper insights into teachers' barriers, such as the lack of relevant CPD activities, the irrelevance between CPD content and pedagogical needs, and the overwhelming workload that limits their capacity for professional growth. Thematic analysis of the interview transcripts identified key themes that aligned with the quantitative findings, offering a more nuanced perspective on the challenges associated with CPD at the UMI. The study concludes that the teachers at the UMI perceive the institution as largely unresponsive to their CPD needs. This sentiment echoes broader concerns within the literature about the neglect of university teachers' professional development in Morocco. The findings underscore the need for more relevant and accessible CPD programs tailored to the specific needs of faculty and institutional reforms that alleviate the workload pressures that hinder professional growth.

"Something Wicked This Way Comes, Chuckles” Humor and the Uncanny in Shirley Jackson's Charles

2024-04-12T13:36:09+00:00

This research looks at how Shirley Jackson's short story "Charles" blends the uncanny and humor to delve into more complex psychological and sociological concerns. The study aims to analyze the roles that humor and the uncanny play in the story, as well as how they impact tone and mood and how they depict parental perspective and childhood behavior. This study employs qualitative theme analysis to examine how Jackson combines the uncanny and humor to address larger psychological and societal issues. Data analysis entails finding themes and patterns connected to these elements, whereas data collection is closely reading the text and concentrating on any instances of humor and the uncanny. The key findings emphasize the deft application of humor and the uncanny to investigate the intricacies of childhood and parenthood and to question societal standards. The analysis highlights the significance of Jackson's work in analyzing common human experiences and social interactions while also advancing our comprehension of her narrative techniques and thematic themes.

Are journalists truly safe? Communicating the Risks Faced by Investigative Journalists in Nigeria

2024-07-18T22:02:34+00:00

This study examined the risks faced by investigative journalists in Nigeria. The Hazard Barrier Target Model was used as the theoretical foundation for this investigation. The study adopted a descriptive survey research design, in which 353 journalists in Nigeria were surveyed through a Google questionnaire. Results showed that some of the risks journalists face are physical threats and violence, loss of job and other traumatic situations, risk of legal battles, intimidation, and harassment, among others. Results also showed that some of the impacts of the risks faced by investigative journalists in Nigeria include self-censorship, low engagement in the act of investigative journalism, poor quality of reports on issues worthy of in-depth investigation, and social and professional isolation. It was concluded that journalists agreed that the identified risks in the study are some of the risks investigative journalists in Nigeria face in the course of their job and that these risks they encounter to a large extent on a frequent basis, as such it has led to negative impacts on investigative journalism practice in Nigeria. The practical, policy, and scholarly implications of the study were highlighted.

Investigating Moroccan EFL University Professors’ Understanding of Critical Thinking Skills

2024-10-07T23:20:25+00:00

This study examines Moroccan EFL university professors’ understanding of critical thinking and their perceptions of its importance in higher education. Addressing a gap in existing research, the study explores how professors define CT and evaluate its role in the teaching-learning process. Data were collected from 100 professors through an open-ended questionnaire and analysed using thematic analysis. The results show that professors view CT as vital for fostering independent thought, improving problem-solving skills, and preparing students for real-world challenges. The study highlights the importance of critical thinking in promoting active, reflective learning and concludes that it is a critical component of higher education, with implications for teaching practices and curriculum development.

THE POWER OF EDUCATION IN SHAPING DEMOCRATIC CITIZENSHIP AND GOOD GOVERNANCE

2024-08-07T23:06:31+00:00

Education is a fundamental pillar in the establishment and sustenance of democratic societies. This study explores the intricate relationship between education, democratic citizenship, and good governance. By examining various educational frameworks and their impact on civic engagement, political awareness, and governance quality, the research underscores the transformative power of education in fostering democratic principles. The analysis is grounded in theoretical perspectives and empirical evidence drawn from diverse contexts. It highlights how education promotes critical thinking, informed decision-making, and active participation in democratic processes. Moreover, the study delves into the role of education in cultivating a sense of civic responsibility and ethical governance among citizens.

Key findings reveal that comprehensive educational systems that emphasize civic education, human rights, and democratic values significantly contribute to the development of informed and engaged citizens. Such citizens are more likely to demand accountability, transparency, and ethical behavior from their leaders, thereby enhancing governance quality. The study also addresses challenges such as educational inequality and access disparities that hinder the full realization of education’s potential in democratic consolidation. Policy recommendations are offered to strengthen educational strategies that support democratic citizenship and good governance.