Asian Journal of Education and Social Studies

Enhancing Clinical Competency through Simulation-Based Nursing Education: A Narrative Literature Review

Shenalyn A. Cacawa — 2026-04-02

Simulation-based nursing education has gained increasing recognition as an effective strategy to enhance clinical competency amid concerns regarding limited clinical exposure and patient safety in traditional training models. This narrative literature review synthesizes empirical and meta-analytic evidence on the effectiveness of simulation-based education in improving psychomotor skills, clinical judgment, critical thinking, and interprofessional collaboration among nursing students. A total of 20 peer-reviewed studies, including randomized controlled trials, quasi-experimental studies, systematic reviews, and meta-analyses published between 2010 and 2023, were analyzed.

Findings consistently indicate that simulation-based education significantly improves clinical performance outcomes compared with conventional lecture-based instruction. Structured simulation design, including guided debriefing and alignment with competency-based frameworks, contributes to enhanced learning outcomes. Evidence from large-scale studies supports the substitution of a portion of clinical hours with simulation without compromising licensure performance or readiness for practice. Improvements were observed across multiple domains, including psychomotor skills, clinical reasoning, self-confidence, and teamwork competencies essential for patient safety.

However, several implementation challenges persist, particularly in relation to financial constraints, variability in faculty preparedness, and lack of standardized evaluation tools. Emerging approaches such as virtual and technology-enhanced simulation provide opportunities to expand access while maintaining educational effectiveness. Overall, simulation-based nursing education represents a theory-driven and evidence-supported approach for developing multidimensional clinical competency. Sustained impact requires systematic curricular integration, institutional support, and continuous faculty development to ensure the preparation of safe, competent, and practice-ready nursing professionals.

Exploring the Influence of School Culture and Climate on Learner Achievement: A Qualitative Study of Secondary Schools in Kabwe District, Zambia

Beatrice Mumbi Mwansa — 2026-04-02

Aims: This study examined how school culture influences the relationship between school climate and learner achievement, focusing on a comparative analysis of grant-aided and government secondary schools in Zambia’s Central Province. The research was motivated by ongoing performance disparities between the two types of schools, despite their adherence to the same curriculum, prompting an investigation into institutional factors, particularly leadership and resource availability.

Study Design: The research used a qualitative multiple-case study approach grounded in an interpretivist paradigm to explore stakeholders’ experiences and perspectives on school culture, climate, and learner achievement.

Location and Duration of Study: The study was conducted in 12 secondary schools (six grant-aided and six government) in Kabwe District, Central Province, Zambia, from July to December 2024.

Methodology: Data were collected through semi-structured interviews with head teachers and Parent–Teacher Association (PTA) members, as well as focus group discussions with learners. Purposive sampling identified 156 participants, including 12 head teachers, 24 PTA members, and 120 learners, with the sample size determined by data saturation. Data analysis involved thematic coding using the open, axial, and selective coding stages. Trustworthiness was established through triangulation and member checking.

Results: The findings indicate that grant-aided schools possess cohesive cultures, transformational leadership practices, higher teacher commitment, and better resource availability, all of which promote strong learner identities and improved academic outcomes. In contrast, government schools tend to have fragmented identities, stemming from bureaucratic constraints, indiscipline, low teacher morale, and inadequate resources, collectively impeding learner achievement.

Conclusion: The study concludes that strengthening school leadership, fostering inclusive and collaborative school cultures, and implementing climate reforms, particularly those that enhance psychosocial support and stakeholder involvement, are vital for improving learner achievement, especially in government schools. The study also advocates for further longitudinal research to track how school culture develops and influences learner outcomes.

This study explores how school culture influences the relationship between school climate and learners.

Industrial Growth Dynamics in Karnataka: Evidence from Key Indicators

Kirankumar G — 2026-04-02

The study explores the growth and direction of industrial development in Karnataka by examining key indicators such as the number of industries, employment, total investment, and net turnover. The analysis is based on secondary data obtained from official publications for the period 2020–21 to 2024–25. To understand changes over time and the association among variables, the study makes use of statistical techniques such as growth rate calculation and Pearson correlation analysis. The results show that the number of industries and employment have increased steadily throughout the study period, indicating expansion in industrial activity and job creation. However, both total investment and net turnover have shown a continuous decline, pointing to concerns in financial performance and capital flow within the sector. The findings from hypothesis testing confirm that there is a noticeable shift in the growth pattern over time and that meaningful relationships exist among the selected indicators. Overall, the study highlights that industrial development in Karnataka has progressed in terms of scale, but this has not been matched by improvements in financial outcomes. This underlines the importance of strengthening investment levels, improving efficiency, and enhancing productivity to ensure balanced and sustained industrial progress in the state.

An Analysis of School Administrators’ Motivational Approaches in Educational Leadership

Quennie Lyn G. Almerez — 2026-04-02

The main focus of the study was to determine the extent of motivational approaches of the school administrators in terms of Shared Decision-Making, Goal Setting, and Professional Development. Utilizing non-experimental quantitative research approach and a descriptive correlational design. Quantitative research is defined as a systematic investigation of phenomena by gathering quantifiable data and performing statistical, mathematical, or computational techniques. Descriptive research is defined as a research method that describes the characteristics of the population or phenomenon that is being studied. The study is conducted in Sulop District, located in the Municipality of Sulop, a 3rd class municipality in Davao del Sur. Approximately 17 kilometers from Digos City, the provincial capital, and lies midway between two major growth centers in Mindanao: Davao City (Region XI) and General Santos City (Region XII) during the second semester of school year 2020 - 2021. Convenience sampling was used, involving 100 voluntary teacher participants with informed consent. A validated researcher-made questionnaire with a five-point Likert scale was utilized. Necessary approvals were secured prior to data collection through questionnaire distribution. Data were analyzed using mean and Pearson correlation to determine the extent of practices and relationships between variables. The results showed that school administrators’ motivational approaches were consistently rated using Likert Scale as “often” in shared decision-making (4.02), goal setting (4.05), and professional development (4.10). The study fills the gap in which the data were analyzed using mean and Pearson correlation to determine the extent of practices and relationships between variables. The results showed that school administrators’ motivational approaches were consistently rated using Likert Scale as “often” in shared decision-making (4.02), goal setting (4.05), and professional development (4.10). The findings lead to the conclusion that school administrators frequently practice motivational approaches in educational leadership, particularly in shared decision-making, goal setting, and professional development. This indicates that such strategies are consistently implemented and play a significant role in fostering a supportive and effective school environment.

Parental Perceptions about the Recommendations of NEP 2020 on Inclusion of Differently Abled Students at Secondary School

Subhajit Jana — 2026-04-02

The present research attempted to study the perception of the parents regarding the recommendations of the National Education Policy 2020 on inclusion of the differently abled students at the secondary school level. In particular, the study was meant to assess the magnitude of parental satisfaction with such recommendations, and to explore the parental suggestions on these recommendations to ensure the effective implementation of inclusive education for the differently abled students at the secondary schools. It employed the descriptive survey method with a qualitative approach. The study population was the parents of differently abled students, who were enrolled in the secondary schools of Nadia district that were aided/sponsored by the government of West Bengal, India. The number of participants who were selected was 33 parents through the purposive sampling technique. The collection of data was conducted using structured interview schedule in relation to sixteen key recommendations of NEP 2020 in relation to inclusion of differently abled students at the school level. The responses of the parents were categorized as: satisfied, confused, not satisfied and need modification. Besides that, an overall satisfaction with a rating scale of 10 points was also employed. Data analysis was also performed in the frequency and percent format of data with the thematic analysis of the suggestions given by parents. The results indicated that the majority of the parents expressed positive perceptions toward the recommendations, with a high level of satisfaction for provisions such as home-based care, flexible curriculum, access without barriers, and teacher training. However, comparatively lower satisfaction was observed regarding resource centres, assistive technologies, financial support, and recruitment of special educators. Parents demonstrated a moderate level of satisfaction, indicating partial confidence in the adequacy of the overall sixteen recommendations for inclusion of differently abled students at the secondary schools. Parents’ suggestions for modifications of these sixteen recommendations of NEP 2020 highlighted the need for equity-based opportunities, disability-specific financial support, set-up of school-level resource centres, access to assistive technologies, and accessible learning resources such as learning materials in Braille and sign language-based resources. They also underlined the need for trained teachers, alternative methods of assessment, and recruitment of differently abled teachers as role models.

Lived Experiences of Special Education Teachers on Adaptive Instructional Materials and Assistive Technologies for Learners with Disabilities in Public Elementary School in Bacoor City, Cavite

Marvin David Mesias — 2026-04-03

Policies for inclusive education in the Philippines are evolving, but special education classrooms show that there are still tensions between policy intent and what happens in classrooms. Special educators in public schools in Bacoor City, Cavite, operate in contexts characterized by limited resources, more varied learners, and uneven access to learning, instructional, and adapted materials, as well as assistive technology. This phenomenological study explored the lived experiences of special education teachers in these circumstances as they promote the educational development of disabled learners. The main instrument used was in-depth interviews with six Special Education (SPED) teachers. Thematic analysis was used to surface shared meanings across the different accounts. The findings indicate that adaptive instructional materials and assistive technologies do not function merely as additional support; rather, they are fundamental conditions that shape learner engagement, agency, and participation. Based on the stories teachers told, this study identified the following patterns in teachers’ experiences: access and support, teacher-made inclusion, sustainability challenges, sensory responsiveness, and collaborative practices. The findings revealed some key challenges such as limited resources, self-funding the production of materials, and a limited institutional response. Participants also described context-sensitive strategies and relational practices that maintained inclusive learning despite the systemic limitations. The Messias Colaizzi-Derived Framework of Inclusive Instructional Adaptation, which demonstrates how teacher agency, contextual realities, and adaptive practices interact to sustain inclusive learning environments despite structural restrictions, was established by the study based on these lived experiences. Overall, the results show that meaningful inclusion is implemented through teachers' professional responsiveness and adaptive judgment in classroom settings rather than being exclusively dependent on legislation provision. The study has implications for the Philippines' implementation of inclusive education policy, teacher support systems, and resource planning.

Perception of Teacher Educators towards Proposed Four Year Integrated Teacher Education Programme (ITEP) under Choice Based Credit System

Susanta Rajbanshi — 2026-04-03

Teaching is a novel profession and teachers play important role for development of children. Therefore, teacher education programme is vital for the whole education system. Over the past decades, there have been many reformations in teacher education such as National Council for Teacher Education, National Curriculum Framework for Teacher Education, Justice Verma Commission, which laid the foundation to redesign the Integrated Teacher Education Programme (ITEP). In 21st century, National Education Policy 2020 has taken an initiative of Four Year Integrated Teacher Education Programme. Integrated Teacher Education Programme is an initiative to make professional, skillful and pedagogy enabled teachers at global level. This study aimed to illustrate the features of four year integrated teacher education programme, find out the level of perception of teacher educators, and explore the perception of teacher educators towards integrated teacher education programme with respect to their gender, locality and teaching experience. Descriptive survey method was used to collect the data from 70 teacher educators from Malda district. The 51.1% respondents shows favorable perception and 24.3% respondents’ highly favorable perception and also 18.6% respondents’ unfavorable perception towards ITEP. It also found no significance difference in perception relation to their gender, locality and teaching experience. Overall it concluded that the proposed four year integrated teacher education programme give a novel opportunity to prospective teachers for developing their capacity in different aspects like content knowledge, subject knowledge, pedagogical knowledge and practical experience under a single umbrella.

Online Professional Learning Communities for Developing EFL Prospective Teachers’ Instructional Performance

Israa Ismael — 2026-04-03

The growing complexity of English as a Foreign Language (EFL) teaching, particularly in digitally mediated contexts, has intensified the need to enhance prospective teachers’ instructional performance. However, teacher education programs in many contexts, including Egypt, continue to emphasize theoretical knowledge at the expense of practice-based competencies, resulting in a gap between preparation and classroom realities. Professional Learning Communities (PLCs) have emerged as a prominent approach to teacher development, particularly in response to the limitations of traditional, individualistic models of professional learning. This study proposes a conceptual framework that explains how Online Professional Learning Communities (OPLCs) can support the development of EFL prospective teachers’ instructional performance. Grounded in constructivism, social constructivism, and collaborative learning theories, the framework conceptualizes OPLCs as dynamic, technology-mediated environments that promote professional growth through collaboration, reflective practice, and peer feedback. The proposed model is structured around three interconnected components: input (digital tools and collaborative structures), process (interactive and reflective learning practices), and output (enhanced instructional performance). The paper critically examines the affordances and challenges of OPLCs, emphasizing that their effectiveness depends on purposeful design, sustained engagement, and institutional support. By providing a structured and context-sensitive model, this study contributes to the literature on teacher education and offers practical implications for integrating OPLCs into EFL programs. The paper concludes by highlighting the need for empirical research to validate the proposed framework and examine its impact on teacher development.