Randwick International of Education and Linguistics Science Journal

Strategies for Improving Reading Comprehension Among EFL Students; Students’ Perceptions at Kabul Education University

Mustafa Sadat, Noor Mohammad Ahmadzai, Abdul Aziz Hakimi — Wed, 30 Sep 2026 00:00:00 +0000

This research aimed to investigate the factors that contribute to low reading comprehension among Afghan EFL learners and to identify the ways to improve their reading comprehension skills. A survey research design was used to carry out this research, and data were collected using a Likert scale questionnaire from 40 participants, including English language learners and teachers. Descriptive analysis was used to analyze the data by computing the mean score for each item in the data set. The results revealed that limited vocabulary knowledge, word recognition problems, lack of background knowledge, and word-for-word translation are some of the main factors that contribute to low reading comprehension among Afghan EFL learners. On the other hand, it was also found that vocabulary development, background knowledge, and teaching specific reading strategies are some of the ways to improve reading comprehension among Afghan EFL learners. This research also found that both teachers and learners should be involved in improving their reading comprehension skills.

From Visual Signs to a Grand Narrative: A Semiotic Synthesis of Children’s Post-Narratives of War

Alaminah Abdussalam — Wed, 30 Sep 2026 00:00:00 +0000

This study synthesizes the findings of three preceding semiotic investigations of children's poster narratives depicting the Marawi Siege. It specifically examines the grand narrative emerging from the cumulative findings and identifies the semiotic principles that explain how children construct and communicate meaning through visual representations of armed conflict. Using a qualitative, interpretive, social-semiotic synthesis, the study treated the visual signs, thematic interconnections, and abducted meanings established in the preceding investigations as interconnected analytical layers. The synthesis reveals a grand narrative that moves from peace, disruption, destruction, and displacement toward sanctuary, resilience, cultural belonging, and hope for peace. The narrative demonstrates that children's representations of the siege extend beyond accounts of violence and victimization to include their reconstruction of meaning through faith, family, community, and cultural identity. The study further establishes an interconnected set of semiotic principles consisting of the Principle of Truth Sign, Color as a Semiotic Resource, the Meaning Potential of Children's Poster Narratives, and the Role of the Sociocultural in Reading Children's Poster Narratives. Together, these principles demonstrate that children's poster narratives function as experiential, visually constructed, and socioculturally situated forms of meaning-making. The study concludes that synthesizing visual signs, thematic relationships, and abducted meanings provides a higher-order understanding of children's experiences of armed conflict and highlights their capacity to communicate not only trauma and loss but also resilience, belonging, and aspirations for peace.

Pashto Language Development Planning and Policy

Ehsan Pamir, Ajmal Khkalay — Wed, 30 Sep 2026 00:00:00 +0000

Pashto language development planning and policy constitutes an important national and academic priority for Afghanistan’s linguistic, cultural, educational, and social development. As one of Afghanistan’s official languages, Pashto serves as a major medium of identity, cultural expression, historical memory, and intellectual communication for millions of people. Nevertheless, historical, political, administrative, educational, and social factors have constrained its development and limited its effective use in academic, technical, and official domains. This study aims to examine the current state of Pashto language development planning and policy, identify the principal challenges affecting its advancement, and propose academic, educational, legal, administrative, and technological strategies for strengthening the language. The study argues that sustainable language development cannot be achieved through governmental policies and administrative measures alone; rather, it requires sustained and coordinated engagement among government institutions, universities, educational organizations, media, linguists, cultural institutions, and wider society. Key priorities include the standardization of Pashto language teaching and curricula, the expansion of its academic and administrative functions, the development of specialized terminology and scholarly resources, the professional development of teachers and linguists, the expansion of digital resources and electronic content, and the promotion of linguistic equity. The study further demonstrates that effective language planning requires an integrated policy framework supported by appropriate legal and institutional mechanisms, sustained academic engagement, public participation, and the strategic use of emerging technologies. It concludes that systematic and evidence-based language planning can strengthen Pashto as a language of knowledge production and dissemination in science, technology, education, and contemporary scholarship, while simultaneously contributing to cultural vitality, linguistic equity, national cohesion, and sustainable academic development.

Challenges and Emerging Perspectives in Managing Students’ Personnel Services in Tertiary Institutions: A Systematic Review

Frank Mwamakula, Emmanuel Daniel Slaa — Wed, 30 Sep 2026 00:00:00 +0000

Students’ personnel services in tertiary education provide academic, social, psychological, financial, health, career, counselling, welfare, disciplinary and extracurricular support for students’ successful participation and completion of studies. However, expansion, diversification and digital transformation of tertiary education create new demands for managing these services. This systematic review examines the challenges and emerging perspectives for management of students’ personnel services in tertiary institutions. The review adopts a systematic literature review approach guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) framework. It reviews the literature published between 2020 and 2026 supplemented by policy frameworks. The synthesis identifies challenges like: inadequate financial and human resources; increasing student diversity and complexity of needs; fragmented and reactive service delivery; limited professionalization of student affairs; digital inequality and technological capacity gaps; and growing concerns about student mental health, privacy and wellbeing. At the same time, the literature reveals emerging perspectives focusing on student centred management, proactive and personalized support, integrated digital student services, learning analytics, peer mentoring, mental health responsive services, inclusive provision and stronger student voice. Evidence suggests that globally, student support services remain unevenly developed, with underfunding, limited professionalization and weak student participation. The review concludes that tertiary institutions need to move from fragmented welfare-oriented approaches towards integrated, evidence informed and student centred personnel services systems.

Influence of Religious Education Instruction on God-Centeredness among Grade 10 Students: The Mediating Role of Family Religious Practices

Rev. Fr. Junrey V. Aguillon — Wed, 30 Sep 2026 00:00:00 +0000

Religious education in Catholic schools is expected to help young people connect faith with everyday life. However, limited evidence explains how classroom instruction and family religious practices work together to develop God-centered students. This study examined the influence of Religious Education Instruction on the God-centeredness of Grade 10 students at Father Saturnino Urios University, and explored the mediating role of Family Religious Practices. The study employed a quantitative descriptive-correlational design. Participants were 103 Grade 10 students purposively selected for their sustained exposure to the university’s Religious Education and faith formation programs. Data were collected through a researcher-developed questionnaire that underwent expert validation and reliability testing. Descriptive, correlation, regression, mediation, and group comparison analyses were employed. Findings revealed high levels of Religious Education Instruction, God-centeredness, and Family Religious Practices. A strong positive relationship was found between Religious Education Instruction and students’ God-centeredness. Faith integration emerged as the strongest predictor, together with pedagogical approaches and spiritual and reflective activities. Family Religious Practices partly mediated the relationship, showing that faith experiences at home reinforced the formation received at school. Differences in God-centeredness were also observed according to sex and membership in religious organizations. The study concludes that Religious Education is most effective when it connects Christian teachings with real-life experience, encourages participation and reflection, and involves families in faith formation. An Enhanced Instructional Design is proposed to strengthen school-family collaboration, reflective learning, and lived faith, supporting holistic, values-oriented Catholic education.

Collaborative Goal-Setting as a Catalyst for Teachers’ Job Satisfaction in Public Primary Schools in Kyerwa District, Tanzania

Salvatory Denis, Michaela Mhagama, Frank Mwamakula — Wed, 30 Sep 2026 00:00:00 +0000

This study examined the influence of collaborative goal-setting on teachers’ job satisfaction in public primary schools. It recognizes that teachers’ participation in setting professional goals can enhance professional ownership, autonomy, recognition, motivation, and satisfaction. A mixed-methods approach with concurrent embedded design was employed. The study involved a sample of 116 participants, comprising 92 teachers and 12 head teachers, from selected schools and head teachers drawn through stratified random sampling. Quantitative data were collected using questionnaires, whereas qualitative data were obtained through semi-structured interviews and document analysis. Quantitative data were analyzed using descriptive through SPSS Version 27, while qualitative data were analyzed thematically. The findings revealed that collaborative goal-setting positively influence teachers’ job satisfaction. Specifically, teachers reported active involvement in setting professional development goals, agreed with collaboratively established goals being clear, specific, and achievable, and head teachers provided support and resources for achieving agreed goals. Furthermore, collaborative goal-setting made teachers feel valued as professionals, the set goals were relevant to their classroom challenges, and collaborative goal-setting increased teachers’ overall job satisfaction. Qualitative findings further showed that continuous monitoring, teacher involvement in evaluating progress, and recognition of goal achievement strengthened the positive influence of collaborative goal-setting. The study concludes that collaborative goal-setting is an important supervisory practice for enhancing teachers’ job satisfaction.

Contribution of Higher Learning Institutions on the Implementation of Gender Policies in 2023 Curriculum: A Systematic Review

Mbegalo Mariam, Demetria Mkulu — Wed, 30 Sep 2026 00:00:00 +0000

This study examined the contribution of higher learning universities to the implementation of gender policies within the 2023 curriculum in Mwanza City, Tanzania. Recognizing the global and regional emphasis on gender equality in education, the research focused on how universities promote gender awareness, support teachers in applying gender-responsive pedagogy, and address challenges faced during implementation. Guided by Social Learning Theory, the study employed a qualitative case study approach, collecting data through interviews and document analysis from university lecturers, education officers, and secondary school teachers. The findings revealed that universities play a significant role in fostering gender awareness through curriculum content, research activities, and institutional policies. They support teachers via training, workshops, and mentorship programs aimed at enhancing gender-responsive teaching practices. However, persistent challenges such as limited integration of gender issues in teacher training, cultural stereotypes, resource constraints, and weak collaboration with schools hinder effective implementation. The study identified that strengthening university involvement through curriculum reform, continuous professional development, partnerships with schools, and improved monitoring systems could enhance gender policy adoption. The findings underscore the need for increased institutional commitment and resource allocation to bridge gaps between policy and practice. The study’s insights are valuable for policymakers, curriculum developers, and educational stakeholders seeking to promote gender equality in education. Recommendations include systematic integration of gender issues into teacher training, regular capacity-building programs, fostering university-school partnerships, and establishing robust monitoring mechanisms.

The Role of Office Accommodation in Enhancing Academic Staff Performance in Higher Institutions in Mwanza Region, Tanzania

Amos Paschael, Ategwu Patrick Ogar, Michaela Mhagama — Wed, 30 Sep 2026 00:00:00 +0000

This study examined the role of office accommodation in enhancing academic staff performance in higher learning institutions in Mwanza Region, Tanzania. Specifically, the study assessed how office accommodation conditions, including workspace adequacy, privacy, ventilation, lighting, cleanliness, and overall physical working environment, influence academic staff effectiveness in teaching, research, student consultation, and administrative responsibilities. The study was guided by Maslow’s Hierarchy of Needs Theory (1943) and employed a mixed-methods approach using a convergent parallel research design. The target population consisted of 363 participants, including 347 academic staff and 16 Heads of Departments (HoDs) from selected higher learning institutions in Mwanza Region. A sample of 94 respondents was involved, comprising 78 academic staff selected through simple random sampling and 16 HoDs selected purposively. Data were collected through structured questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and correlation analysis through SPSS version 26, while qualitative data were analyzed thematically. The reliability of the questionnaire was established through the test-retest method, which yielded an overall reliability coefficient of 0.83, indicating acceptable consistency. The findings revealed that conducive office accommodation enhances academic staff concentration, productivity, research engagement, student support services, and effective academic service delivery. The study concludes that office accommodation is a critical institutional support service that shapes academic staff motivation, wellbeing, and professional effectiveness.

From Compliance to Continuous Improvement: A Systematic Review of Drivers of Quality Assurance Culture in Higher Education Institutions

Aisa Rupia, Frank Mwamakula — Wed, 30 Sep 2026 00:00:00 +0000

Quality assurance (QA) has become a central concern in higher education institutions (HEIs) due to increasing demands for accountability, international competitiveness, stakeholder satisfaction, and improvement of teaching, learning, research, and community engagement. Although universities have established formal quality assurance frameworks, the effectiveness of these systems largely depends on institutional culture, which shapes behaviours, values, attitudes, and commitment toward quality improvement. This systematic empirical review paper examines the role of institutional culture in driving quality assurance practices in higher education institutions. Specifically, the paper explores how institutional and leadership culture influences QA implementation, assesses the contribution of communication and teamwork culture to QA effectiveness, and evaluates the role of accountability and continuous improvement culture in strengthening quality practices. The study reviews and analyses recent published studies. The findings indicate that leadership commitment, participatory communication, collaborative teamwork, accountability mechanisms, and continuous improvement orientations are essential elements for developing a sustainable quality culture in universities. The paper concludes that quality assurance should not be viewed only as a compliance requirement but as an institutional culture embedded in daily academic and administrative practices.