All publications
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The Sexual Education among Students in Higher Learning Institutions: A Case of Higher Learning Institutions in Tanzania
Chesko Tweve, Shadrack Mwakalinga, Peter Mwamwaja
This study explored the perceptions of students and lecturers regarding sexual education in higher learning institutions in Tanzania. A mixed-methods research design was employed. Quantitative data were collected using questionnaires administered to students, while qualitative data were gathered through interviews and focus group discussions with lecturers and administrators. Quantitative data were analysed using descriptive statistics, including percentages and charts, whereas qualitative data were analysed thematically. The findings revealed a high level of awareness of sexual education among respondents; however, formal provision within institutions was largely inadequate, inconsistent, or unclear. Sexual activity and unintended pregnancies were found to be most prevalent during the early years of university study, particularly in the first year. Respondents acknowledged the importance of sexual education in promoting responsible behaviour, reducing sexually transmitted infections and unwanted pregnancies, and enhancing academic performance. The absence of structured sexual education resulted in reliance on informal sources, limited open discussion, and increased exposure to risky sexual behaviours. The study concludes that Tanzanian higher learning institutions need to consider including sexual education courses in their curriculum. These findings underscore the urgent need for institutionally supported, curriculum-based sexual education to promote students’ health, well-being, and academic success.
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Research on the Mental Model of Organic Chemistry Concepts of Chemistry Normal University Students from the Perspective of Senior High School-University Cohesion
Jiaying Liu, Zhuojun Lin, Guixiu Huang, Sisi Wei, Xingwen Zhang, Shuxian Qiu, Tairong Huang, Xingyuan Gao
The teaching cohesion between secondary school and university has long been a research focus for educators, while studies on how to effectively bridge organic chemistry between these two educational stages remain scarce. Furthermore, the new curriculum standard lists "chemical concepts" as an important component of the core disciplinary competencies that need to be mastered. As future frontline secondary school teachers, normal university students are required to have a deeper grasp of chemical concepts. Based on this, this study combines text analysis with a two-tier paper-and-pencil test to evaluate the mental models of organic chemistry held by normal university students, focusing on various chemical concepts such as the element concept and structure concept. According to the test results, seven types of defective mental models are summarized, and corresponding teaching suggestions are put forward, aiming to lay a solid foundation for normal university students' subsequent chemistry learning and teaching practice.
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Teacher Shortages in Developed Countries: A systematic literature review of measures and their effectiveness
Dave H. J. van Breukelen, Hanneke Theelen
This systematic literature review explores measures implemented in developed countries since 2007 to address teacher shortages across all educational levels, and examines their effects. The review identifies five main categories of interventions: workplace support and improvement, financial incentives and rewards, training and development, recruitment strategies, and stakeholder engagement. These measures operate across different phases of the teacher pipeline (recruitment, pre-service, and in-service) and vary in their short- and long-term impact. Findings indicate a strong emphasis on in-service interventions, such as salary increases and workload reductions, which provide immediate relief but often lack sustainability. Long-term strategies that improve working conditions, enhance professional development, and strengthen teacher preparation are essential to shift the focus from short-term fixes to prevention. Furthermore, teacher shortages are unevenly distributed across regions, subjects, and school types, making universal solutions impractical. Rural and high-needs schools face particularly acute challenges, underscoring the need for context-sensitive approaches. Addressing this complexity requires coordinated action among stakeholders and robust policy support to ensure systemic improvements in recruitment, training, and retention. Ultimately, effective solutions require integrated, evidence-based strategies that combine immediate interventions with structural reforms, sustained investment, and collaborative efforts to build a stable and motivated teaching workforce, thereby enhancing the profession’s image and attractiveness.
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