The study intended to analyse the relationship between parental characteristics and preschool children’ access to online learning in the Kibagabaga area. The specific objectives of this study sought to examine the influence of parents’ income on preschool pupils’ access to online learning in the Kibagabaga area, to find out the influence of parents’ level of education on preschool pupils’ access to online learning in the Kibagabaga area and to establish the correlation between parents’ experience and preschool children's access to online learning in the Kibagabaga area. The study adopted Vygotsky's sociocultural theory. The researcher adopted a descriptive research design. The study population consisted of 175 people, including 12 teachers, 51 parents, and 55 grade three children from the selected schools. Primary data was gathered through structured questionnaires and interviews in order to gain useful information. The data was analyzed using descriptive and correlational techniques. The results showed that parents' level of income, parents’ level of education and parents’ experience had a positive and significant correlation with preschool pupils’ access to online learning. The study concluded that higher income levels are generally associated with greater access to technology, internet connectivity, and educational resources, enabling more opportunities for online learning engagement. Conversely, lower income levels can limit access, create a digital divide, and potentially impact a child's early learning experiences. The study concluded that parents with more education tend to be more involved in their children's education, which can translate into greater support for online learning initiatives. Higher education may foster a more positive attitude toward technology and its role in education, encouraging parents to embrace online learning for their children. The study concluded that parents with limited technology experience may struggle to navigate online platforms and provide adequate support, potentially hindering their child's learning progress. Policymakers should implement strategies to mitigate the impact of income disparities on online learning. This includes ensuring equitable access to technology and the internet, providing targeted support for low-income families, and promoting digital literacy for all parents. Administrators should provide resources and training to parents, especially those with lower levels of education, to help them effectively support their children's online learning experiences. Parents should also participate in their child's online learning activities, such as reviewing assignments, attending virtual classes (when appropriate), and discussing their child's learning progress.
Autism spectrum disorder (ASD) affects children’s communication, social interaction, and behaviour, creating challenges for families in accessing appropriate interventions. Telehealth-delivered parent-mediated interventions provide caregivers with training and support through information and communication technologies and have the potential to improve access to ASD services, particularly for underserved populations. However, evidence on their effectiveness, accessibility, and equity remains fragmented, as do findings on the demographic and geographic factors that influence their success. This systematic review examined the effectiveness of telehealth-delivered parent-mediated interventions for young children with ASD, assessed their implications for access and equity, and evaluated demographic and geographic factors associated with intervention outcomes. Peer-reviewed studies were identified from academic databases. Thirty-two studies were initially identified, of which two were excluded for not meeting the inclusion criteria. The remaining studies were synthesized using narrative and thematic analysis. The findings indicate that telehealth-delivered parent-mediated interventions generally improve outcomes for both parents and children. Parent outcomes included improved intervention fidelity, self-efficacy, knowledge, competence, and reduced parental stress. Child outcomes included reductions in problem behaviours, including irritability, lethargy, and hyperactivity, as well as improvements in language and motor development, adaptive skills, social communication, joint attention, and social reciprocity. Regarding access and equity, telehealth improved access to interventions for families in remote, rural, and underserved areas. However, its equity benefits were not universal, as socioeconomic disadvantage and limited English proficiency may create barriers to participation. The review also identified access to technology, parental age, family involvement, individual parental needs, primary language, and rural–urban location as factors that influence intervention success. The review concludes that telehealth-delivered parent-mediated interventions are an effective approach for supporting young children with ASD, but their benefits depend on contextual and demographic factors. Intervention designers and implementers should therefore incorporate accessibility, language, technological, and family-specific considerations to enhance effectiveness and promote equitable access.
Environmental education can support sustainable behavior, yet limited evidence explains how Ugandan secondary schools engage communities in environmental action. This qualitative multi-site case study examined eight secondary schools in Uganda and involved 196 participants, including eight headteachers, 64 teachers, 60 students, and 64 community members, using interviews, focus groups, observations, and document analysis. Three engagement models emerged: outreach-based, collaborative, and curriculum-integrated. Participants associated school initiatives with student leadership, community participation, and environmentally responsible practices, though resource, capacity, and partnership constraints affected continuity. The findings highlight schools’ potential as locally embedded platforms for environmental learning and community engagement.
This study examines factors associated with low achievement among ninth-grade students in the National Examinations, with particular attention to the role of educational leadership in improving teaching and learning conditions. The study was conducted at Kinama II Fundamental School, a public school, and Saint Basile Technical High School, a private school, in Ntahangwa Municipality, Bujumbura. The study population consisted of 204 individuals: 188 ninth-grade students, 12 teachers, and the school director and head of studies. Data were collected through questionnaires, interviews, and documentary analysis and were analysed using qualitative interpretation and descriptive quantitative procedures. Findings indicate that overcrowded classrooms, insufficient or inadequately qualified teachers, shortages of teaching materials, unfavourable working conditions, difficulties in individualizing instruction, and limited assessment practices are major barriers to student achievement. The study concludes that educational leadership can improve achievement through pedagogical monitoring, classroom supervision, professional development, resource mobilization, strengthened assessment, and student support. However, leadership alone cannot overcome structural constraints related to class size, infrastructure and educational resources.
The twin pandemics of COVID-19 and persistent racial injustices exposed new inequities and illuminated existing systemic injustices that affect Latine and Chinese students’ learning opportunities. This qualitative study explores how 14 kindergarten teachers from five U.S. elementary schools) attended to, interpreted, and formulated responses to educational equity influences. Findings revealed that remote learning enhanced teachers’ awareness of students’ and families’ lived experiences. Kindergarten teachers identified supports essential to addressing systemic barriers, such as access to technology and culturally responsive practices, across home, school, and community settings, highlighting the need for equity-driven strategies to bolster educational opportunities.
