This paper examines the historical development of marketing in Africa through a pedagogical lens, tracing its evolution from precolonial trade networks to contemporary digital ecosystems. It explores how indigenous systems of exchange, colonial legacies, liberalization policies, and globalization have shaped marketing thought and practice across the continent. The study identifies three broad pedagogical phases: imitation, adaptation, and decolonial transformation, each reflecting shifts in Africa's socioeconomic and epistemological contexts. Drawing from historical, cultural, and theoretical perspectives, the paper critiques the dominance of Western marketing paradigms and argues for a decolonial, context-sensitive pedagogy rooted in African epistemologies, ethics, and lived realities. The analysis highlights Africa's unique contributions to relational marketing, social entrepreneurship, and digital innovation. Finally, it proposes pedagogical strategies emphasizing experiential learning, linguistic diversity, and Ubuntu ethics to align marketing education with Africa's developmental aspirations. The paper concludes that re-centering African knowledge systems is essential for building an inclusive, globally relevant, and socially responsible marketing discipline.
Innovating the research thinking in law students today is a crucial turning point to meet the needs of legal science in the context of globalization in our country. An interdisciplinary, multidisciplinary, and transdisciplinary approach is a new, modern approach in legal science research that helps students eliminate passive and dogmatic thinking patterns in law. This article initially explores the interdisciplinary, multidisciplinary, and transdisciplinary approach in current students, specifically providing a brief analysis of this approach. The content of interdisciplinary, multidisciplinary, and transdisciplinary thinking approaches in legal studies for students; application of interdisciplinary, multidisciplinary, and transdisciplinary thinking approaches in the current legal studies of students.
Block printing has gained attention in academic discourse over the years due to its primacy in the art of printing. This oldest method of printing which is believed to have originated from Asia is currently practiced globally. In Ghana, the art is locally known as Adinkra printing, which essentially rely on a natural dye called Adinkra Aduro and calabash as the chief block surface for printing. Despite the popularity gained by this traditional art, little has been explored with respect to block surfaces, fabrics and printing inks. The Adinkra Aduro which lacks a colour fastness property is printed only on woven cotton fabrics. With the art studio-based research method, this study sought to explore varied block surfaces on assorted fabrics with both water-soluble and water-insoluble printing inks to open the horizon of block printing in the Ghanaian context. The study revealed marvelous effects which could be achieved with other block surfaces apart from the calabash surface used by Ghanaian textiles artists for block printing. It is recommended that, the block printing sector of the Ghanaian textiles industry would extend their resources to varied block surfaces and printing inks if not the fabric, to broaden the scope of the art.
This paper starts with a brief description about the development of grammar translation in the early stage and its use in the current world. It then focuses on presenting the major features and drawbacks of grammar translation. Then it proceeds to explore the relationship between teaching material and language teaching methodology, and in this section a commonly used Chinese university EFL textbook has been analyzed to show that grammar translation is still being practiced in present-day China. Finally, this paper also attempts to find the reasons for why China still adopts this traditional approach and predicts its future in China.
In light of Vygotsky’s sociocultural theory, which entails scaffolding instruction as a teaching strategy and employs a task-based approach as a method, this study tests the effectiveness of scaffolding instruction in enhancing writing motivation for 25 English-language learners. The participants in this study were of the same age and similar educational backgrounds. The learners were given a questionnaire to determine their main struggles in writing, then assigned three tasks based on directed writing, to be completed in pairs under the instructor’s supervision and guidance, and finally asked to reflect on their experiences. Most of the participants found asymmetrical and symmetrical scaffolding strategies supportive toward accomplishing the assigned tasks. Nearly all of them reported a positive attitude towards the scaffolded tasks with a focus on meaning, which increased their active engagement and motivation. The results also reveal the importance of the collaborative formative assessment in maximizing learning opportunities
