Tokeo la Sasa
Jal 9 Na 1 (2026): East African Journal of Education Studies
ISSN Chapishi: 2707-3939 | ISSN ya Mtandaoni: 2707-3947
DOI ya Jarida: https://doi.org/10.37284/2707-3947
The East African Journal of Education Studies (abbreviated as EAJES) is a peer-reviewed journal that focuses on advancing education studies and practices across the globe by documenting and disseminating researches within the scope. The journal places a keen interest in how education is carried out at an institutional level. Articles ranging from early childhood development to postgraduate university education and curriculum development are publishable in this journal.
PUBLISHER:
East African Nature and Science Organization,
P. O. Box 3975 - 00100, Nairobi, Kenya.
Tarehe ya Uchapishaji:
1 January, 2026
Articles
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Teacher Professional Development and the Quality of the Methods of Teaching Science Education in Uganda
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Impediments to Collaborative Research Productivity: Insights from University Academics in Tanzania
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AI-TPACK Competence and Pedagogical Knowledge Gaps Among Preservice Luganda Language Teachers: A Baseline Assessment in Ugandan Teacher Education
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Challenges and Strategic Interventions for Implementing the Geography Competence-Based Curriculum in Secondary Schools in Luweero District, Uganda
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Enhancing Scholarly Writing and Research among Graduate Students in Selected Public Universities in Uganda
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Aligning the Scientific Method and the University to Industry 4.0 and Incoming Industry 5.0: Seven Unique Dimensions
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The Contributions of Community-Based Rehabilitation Services on Inclusive Education in Secondary Schools that Enrol Learners with Hearing Impairment in Tanzania
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Challenges in Teaching English Essay Writing to Secondary School Students: A Case Study of G.S. Karambo in Karongi District
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Evaluation of the Effectiveness and Student Challenges of Bridging Course Programs: A Comparison with Direct Entry Pathways
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An Evaluation of Instructional Strategies Used by Geography Teachers in Implementing the Geography Competence-based Curriculum in Secondary Schools in Luweero District, Uganda
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Understanding Chinese Language Program and Student Enrollment Decisions in Secondary Schools in Uganda: A Case of Kawempe Division
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Head Teachers’ Perspectives on Children’s Transition from Pre-Primary to Primary School in Tanzania
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Enhancing Student Creative Thinking through Active Learning: Evidence from BAGPS Students at the Muslim University of Morogoro, Tanzania
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The Gendered Parenting Dynamics: A Qualitative Inquiry into Pre-Service Teachers' Academic Adjustment in South-western Uganda
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Problem-Based Learning as a Precursor for Adult Learning in Uganda Universities
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Institutional Management Practices and Pupils’ Learning Outcomes in Selected Primary Schools in Central Uganda
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Miles to Learn: The Influence of Long Distance to School on Attendance, Enrollment and Retention in Tharaka Nithi County, Kenya
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Exploring Socio-Cultural and Educational Determinants of Parental Perceptions on Sexuality Education: Evidence from a Mixed-Methods Study
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An Evaluation of Factors Affecting Student Achievement in Computer Studies on the Uganda Certificate of Education Examinations in Wakiso District, Uganda
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School Satisfaction Rating Scale Development
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Capitalising on Online Learning for Expansion of Global Higher Education: Access, Opportunities, and Challenges in Tanzania
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Teachers’ Perceived Challenges and the Uptake of E-Learning in Kampala Capital City
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Multilingualism as a Resource for Literacy Acquisition and Development in Primary Schools in Uganda
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Influence of Adoption of Budgetary Practices by Boards of Management on Governance of Early Years Education Centres in Kisumu Central Sub-County, Kenya
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Status of Teachers' Pedagogical Knowledge and the Implementation of Competency-Based Curriculum in Public Primary Schools in Sabatia Sub-County, Kenya
