Education - ތަޢުލީމް
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Item A process for institutional adoption and diffusion of blended learning in higher education(Springer, 2024) Ali, Ramiz & Georgiou, HelenBlended learning has emerged as a prominent feature in higher education over the past decade, aiming to enhance students’ learning experiences and improve outcomes. It has been adopted at various levels within universities, with an increasing trend of institutional adoption. Despite its prevalence, scholars have expressed concerns about our limited understanding of blended learning beyond small-scale and individual applications. Drawing on Rogers’ diffusion of innovations theory, this case study explores the intricate process of adoption and implementation of blended learning within a university. Semi-structured, one-on-one interviews were conducted with 24 lecturers and six university executives involved in a university wide initiative for blended learning. The interviews were analysed using a thematic pattern matching technique. In addition, a variety of relevant university documents were gathered and analysed using a content analysis method. Results reveal that despite some hesitancies among lecturers, the process of adoption of blended learning was supported by a well-justified strategy, investment in infrastructure, and provision of continued lecturer support. Viewing these results through the lens of Roger’s stage model highlights a lack of a proper ‘matching’ stage, reflecting a failure to engage lecturers in adoption decision-making and incorporate their feedback into the blended learning strategy.Item Our world, our futures: a dialogic approach to environmental literacy and global citizenship education in primary schools in the Maldives and England(ބްރިޓިޝް އެޑިއުކޭޝަނަލް ރިސާޗް އެސޯސިއޭޝަން, 2025) Lee, C., Shiyama, Aminath., & Shafeeqa, FathimathEnvironmental literacy and global citizenship education (GCE) are necessary to the development of a fairer, more peaceful and more sustainable world, but teachers frequently lack practical examples of their implementation in the classroom. This article presents =Our World, Our Futures, a collaboration between researchers, primary school teachers and children (7–12 years) from the Maldives and England. Its aims were (1) to develop a cross- cultural, dialogic approach to environmental literacy and GCE through cross- curricular and art projects in which students shared their local environmental knowledges and interests with overseas peers; (2) to explore the projects' impacts on students' environmental knowledge, intercultural understanding and solidarity and global citizenship and (3) to examine teachers' responses to the projects and the effects on their professional development. Employing a qualitative methodology informed by teacher- research and ethnography, data collection included classroom observations, interviews and collection of artworks. Findings suggest that students gained insights into their peers' and their own environments, a sense of global and more- than- human interconnectedness, and a desire to contribute to positive change in their local communities and the wider world. Teachers reported increased confidence in employing flexible, dialogic approaches to environmental literacy and GCE, describing the projects as empowering for pupils. Findings highlight how epistemic justice can be promoted within the primary classroom through valuing diverse knowledges and repositioning students and teachers as global citizens and co- creators of knowledge. Our World, Our Futures offers insight into the potential contribution of a cross- cultural, dialogic approach to the field of environmental literacy and global citizenship education as well as examples of how it might work in diverse ways in primary classrooms.Item The sustainability of corporate e-training programmes : a conceptual paper(Research Development Office, The Maldives National University, 2025-07) Senadheera, Sadss; Yatigammana, Kaushalya; ސަދްސް ސެނަދީރާ; ކައުޝަލްޔާ ޔަތިގައްމަނާThis review focuses on the sustainability of corporate e-training programs in Sri Lanka and the Maldives. The increasing adoption of electronic training across diverse industries worldwide is driven by factors such as cost-effectiveness, time efficiency, and easy access to learning resources. A key advantage is the ability to effectively align resources for employees dispersed across different locations within the same organization. However, despite these benefits, the literature highlights several challenges in aligning employees with e-training platforms. These challenges include employees’ technology self-efficacy and technology-related anxiety. Additionally, research suggests that cultural differences across countries could significantly impact the sustainability of these e-training programmes. The approach highlights how cultural differences influence organisational perspectives on employee development and e-training adoption. The literature review was conducted using databases including SAGE, Emerald, Elsevier, and Google Scholar. The objective of this review is to identify the influencing factors for the sustainability of e-training programs. In the proposed conceptual framework, the sustainability of e-training is identified as the dependent variable. Technology self-efficacy serves as the independent variable, while cultural aspects function as a moderating variable. Additionally, technology anxiety acts as a mediating variable influencing the relationship between technology self-efficacy and the sustainability of e-training. The findings suggest that technology self-efficacy, anxiety, and cultural variation are critical determinants of e-training sustainability. Future research can expand on these relationships and test the framework empirically.Item Effects of home factors and students’ classroom participation on the academic performance of senior secondary schools’ students in Lagos, Nigeria(The Maldives National University, 2024) A. Adesoji Oni; Titilayo Soji-On; އ. އަޑެސޮޖި އޮނި; ޓިޓިލަޔޯ ސޮޖި-އޮންHome factors entail the objects, materials, parents, siblings, peers, and social life that exist in the home in which the students find themselves. All the variables in the home that affect a child’s existence, behaviour, and performance constitute the home environmental factors, while student achievement refers to the extent to which a learner has attained their short- or long-term educational goals. Individual differences in academic performance are strongly correlated with differences in personality and intelligence. The study examined the effects of home factors and students’ classroom participation on the academic performance of senior secondary schools in Lagos, Nigeria. Consequently, four research questions and three hypotheses were formulated to guide the study. The study was limited to Education District I of Lagos, Nigeria. The study adopted the descriptive survey research design, using a self-constructed questionnaire to collect data from secondary school teachers and students. The validity of the instrument was established by experts in sociology of education and measurement and evaluation, while the researchers administered the instrument to 30 students not involved in the main sample for pilot testing. The reliability correlation coefficient index obtained was 0.78. The data collected were analysed using simple percentage, t-test, Chi-square, and Pearson Product Moment Correlation Coefficient methods of statistical analysis. These statistics were used to demonstrate whether the variables are correlated or related. The findings of the study revealed that students’ home factors affect their academic performance; teachers and the students have different perceptions of the relevance of home factors; and that a significant relationship exists between home factors and students’ classroom participation. The study therefore concluded and recommended that education should be mounted for parents in our formal and non-formal education programmes in order to educate parents on their roles as parents in the education of their wards.Item The impact of educational management on the higher education : international perspective(Human Resource Management Academic Research Society, 2024-01-02) Karim, Asif Mahbub; Chowdhury, Tariqul Islam; Karim, Ajwaad Mahbub; Ahmed, Abdulla Rasheed; އާސިފް މަހުބޫބު ކަރީމް; ތާރިޤު އިސްލާމް ޗައުދުރީ; އަޖުވަދު މަހުބޫބު ކަރީމް; އަބުދުﷲ ރަޝީދު އަހުމަދުEducational management plays a pivotal role in shaping the landscape of higher education on a global scale. As the demand for quality education grows, institutions worldwide face the challenge of adapting to dynamic socio-economic environments while meeting diverse cultural and technological expectations. This abstract explores the multifaceted impact of educational management on higher education through an international lens. Effective educational management encompasses strategic planning, resource allocation, curriculum development, and faculty engagement. In the international context, diverse cultural backgrounds and educational systems contribute to the complexity of management strategies. Globalization has intensified the need for cross-cultural competence in educational leaders, fostering collaboration and exchange of best practices. Furthermore, the advent of digital technologies has revolutionized educational management, enabling innovative teaching methodologies, data-driven decision-making, and adaptive learning platforms. The integration of technology in higher education management facilitates streamlined processes, enhances communication, and expands access to education on a global scale. However, it also presents challenges related to cybersecurity, digital literacy, and ethical considerations. The impact of educational management extends beyond institutional boundaries to influence national and international education policies. Collaborative efforts among countries enhance academic mobility, research collaboration, and the standardization of academic credentials. Effective management fosters a conducive environment for internationalization, attracting diverse students and faculty, and promoting the exchange of knowledge and ideas. In conclusion, the impact of educational management on higher education is profound and dynamic, especially in the context of globalization and technological advancements. International perspectives highlight the importance of culturally sensitive, technologically adept, and collaborative management approaches to address the evolving challenges and opportunities in higher education on a global scaleItem Effective contemporary leadership in the tertiary education : global stakeholders viewpoint(Human Resource Management Academic Research Society, 2024-01-08) Chowdhury, Tariqul Islam; Al Saeedi, Ahmed Salim; Karim, Asif Mahbub; Ahmed, Abdulla Rasheed; Karim, Ajwaad Mahbub; ތާރިޤު އިސްލާމް ޗައުދުރީ; އަހުމަދު ސަލީމް އަލް ސައީދީ; އާސިފް މަހުބޫބު ކަރީމް; އަބުދުﷲ ރަޝީދު އަހުމަދު; އަޖުވަދު މަހުބޫބު ކަރީމްEffective contemporary leadership in tertiary education is crucial for navigating the complex challenges that institutions face in the globalized world. This abstract explores the global stakeholders' viewpoint on leadership in tertiary education, emphasizing the need for adaptability, inclusivity, and innovation. In the rapidly evolving landscape of higher education, leaders must demonstrate adaptability to meet the diverse needs of students, faculty, and the broader community. This requires a nuanced understanding of cultural, technological, and pedagogical shifts. Inclusivity becomes paramount as leaders strive to create environments that celebrate diversity and foster equitable opportunities for all stakeholders. Global perspectives underscore the importance of cultivating a collaborative and culturally sensitive leadership approach, acknowledging the interconnectedness of education across borders. Furthermore, effective contemporary leaders in tertiary education must embrace innovation to address emerging challenges and capitalize on opportunities. This involves leveraging technology, incorporating interdisciplinary approaches, and fostering a culture of continuous improvement. Stakeholders worldwide emphasize the significance of visionary leadership that goes beyond traditional paradigms, encouraging creative problem-solving and forwardthinking strategies. Global stakeholders advocate for leadership that goes beyond administrative roles, emphasizing the cultivation of a shared vision that aligns with the evolving needs of society. Leaders should engage in strategic planning, leverage data-driven decision-making, and prioritize sustainability to ensure the long-term success and relevance of tertiary education institutions. Effective contemporary leadership in tertiary education, as viewed by global stakeholders, requires adaptability, inclusivity, and innovation. Leaders must navigate the complexities of a globalized world, embracing diversity, fostering collaboration