Research Articles

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https://hdl.handle.net/20.500.14155/182

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Browsing Research Articles by Author "Kurata, Lehlohonolo"

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    Connectivism theory
    (European Open Science, 2023-07-12) Selialia, Mampota; Mokhetsengoane, Setho John; Kurata, Lehlohonolo
    At present, the world is immersed in technology which seems to alter people’s way of life and how people learn. While traditional learning theories seem insufficient to explain how technology and the proliferation of information could be manipulated for effective learning, Connectivism theory emerged to salvage this insufficiency. Different countries around the globe are also occupied with reforming their curriculums to address contemporary issues. The study, informed by technology adoption model, deployed qualitative content analysis to investigate the degree of alignment between connectivism theory and Lesotho’s integrated curriculum for effective learning in the digital age. Document analysis was used to analyse the pedagogy section in CAP in order to identify principlesand objectives that overlap with the major principles of connectivism. The findings indicated that to a large extent, connectivism and Lesotho’s integrated curriculum principles overlap. However, Lesotho’s integrated curriculum shrinks in explicitly guiding how technological skills could be promoted. It was therefore recommended that technology and digital tools should be integrated into the curriculum to enable students to engage in networked learning. In addition, there should be training of both teachers and students on ICT and network learning environments to enhance students’ learning.
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    Content analysis of LGCSE Religious Studies syllabus
    (European Open Science, 2022-12-07) Kurata, Lehlohonolo; Mokhetsengoane, Setho John; Selialia, Mampota
    Recently, there has been renewed interest of countries to reform their curriculum in order to promote 21stcentury skills among learners. It is expected too, that subject syllabi should align with the curriculum in promoting such skills. However, most studies in the field of religiousstudies in Lesotho have not focused on the extent to which this subject contributes to the promotion of 21stcentury skills and that prompted the present study. Qualitative Content Analysis was employed to determine the extentto which religiousstudies syllabus promotes 21stcentury skills. Document Analysis was used to analyzeaims of the syllabus to establish different skills which are promoted by each aim. The findings indicated that religiousstudies syllabus aims differ in terms of the degree at which they promote 21stcentury skills. It also appeared that learning and innovation skills are predominantly promoted by the syllabus aims. However, the syllabus’aims seem to shrink from promoting technological skills. As a result, the following suggestions were made; first, the curriculum developers should emphasize all skills equivalently. Additionally, curriculum developers should restructure the curriculum to promote technological skills
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    Do in-service teachers accept artificial intelligence-driven technology?
    (Elsevier, 2024-05-20) Molefi, Rethabile Rosemary; Ayanwale, Musa Adekunle; Kurata, Lehlohonolo; Chere-Masopha, Julia
    This study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in Lesotho, focusing on the mediating role of school support and resources (SSR). In Lesotho’s educational land- scape, which is characterized by a growing interest in technology integration, this study fills an essential gap in the existing literature by exploring in-service teachers’ perspectives on AI adoption and the mediating influence of SSR. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework, the study adopts a cross-sectional design, collecting data from a sample of 315 in-service teachers through online surveys. The data was analyzed using maximum likelihood estimation. The results reveal a substantial positive relationship between perceived usefulness, perceived ease of use, and a positive attitude towards AI, with SSR playing a pivotal role as a complementary mediator in these connections. However, the study identifies a non- significant relationship between technical proficiency and behavioral intention, suggesting a need for further investigation into the technical skills essential for effective AI integration. The results highlight the critical role of SSR in shaping in-service teachers’ intentions to use AI in their teaching practices. As a result, the study rec- ommends tailored continuous professional development programs and collaborative learning communities to enhance teachers’ skills. Additionally, it emphasizes the importance of advocating for policies that support AI integration in education and underscores the ethical considerations related to AI use. We discuss the implications of our results concerning integrating AI into teachers’ teaching practices in schools and outline future directions.