Britain International of Linguistics Arts and Education (BIoLAE) Journal

Bridging Education for Sustainable Development and Climate Change Education in Africa: A Bibliometric Analysis of Research Trends, Gaps, and Emerging Frontiers

2026-06-25T07:55:43+00:00

Climate change poses an existential threat to Africa, yet the continent’s education systems remain under resourced to deliver effective Education for Sustainable Development (ESD) and Climate Change Education (CCE). No comprehensive mapping of ESD–CCE research in Africa exists. This study provides the first continent wide bibliometric analysis of ESD–CCE research in Africa (2015–2025), mapping publication trends, geographic and institutional productivity, collaboration networks, dominant and emerging themes, and research gaps. A systematic search of the Scopus database retrieved 312 peer reviewed documents. Bibliometric analysis was performed using Bibliometrix (R) and VOSviewer, including descriptive statistics, co authorship network analysis, keyword co occurrence mapping, and thematic evolution over two time periods (2015–2020; 2021–2025). Publications grew from 4 in 2015 to 90 in 2025, accelerating sharply after 2020. Research is highly concentrated: South Africa (33.3%), Nigeria (19.9%), and Kenya (12.2%) produce two thirds of output. Intra African collaboration is extremely weak (5.8% of documents). Dominant themes are sustainability, climate adaptation, and teacher training and curriculum integration. Emerging frontiers (transformative learning, indigenous knowledge) appear but remain underoperationalized. Eco anxiety is almost absent from the literature (3 documents), despite high climate vulnerability. Conclusion: African ESD–CCE research is growing but remains geographically skewed, poorly connected regionally, and neglects critical frontiers such as eco-anxiety, early childhood education, and longitudinal impact studies. We recommend establishing an African ESD–CCE research observatory, integrating indigenous knowledge into transformative learning frameworks, and developing validated instruments to measure eco anxiety in African youth.

Impact of Ai-Driven Adaptive Learning Platforms in Science and Mathematics in Secondary Education

2026-08-21T13:18:04+00:00

This study explores the integration of AI-driven adaptive learning platforms in secondary education, focusing on the appropriateness of the current curriculum, educators’ experiences, and the challenges faced in implementation. A survey was conducted among educators to gather data on their perceptions of curriculum suitability, experiences with adaptive platforms, and frequency. Descriptive statistical analysis was used to examine the distribution of responses, providing insights into the effectiveness and challenges of implementing AI-driven methods. The results show that whereas 57% of respondents believe the curriculum is acceptable for AI-driven methodologies, 16% feel it does not represent the need for curriculum improvement. Eighty-five percent of respondents strongly support the broader deployment of adaptive learning platforms; nevertheless, the low frequency of use shows obstacles to regular implementation. The educators noted some obstacles, such as inadequate training, trouble integrating the curriculum, and problems with student involvement. Numerous educators reported having a good experience using adaptive learning platforms. By addressing these problems, secondary schools may use adaptive learning platforms more frequently and effectively, which would improve student outcomes.

Ethnoscience as Pedagogy of Patriotism: Cultivating National Identity and Scientific Literacy through Indigenous Knowledge in Ethiopian Secondary Schools

2026-08-21T14:22:59+00:00

Ethiopia's rich indigenous knowledge systems remain largely underutilized in formal education despite policy commitments to their integration. This theoretical article addresses the gap between policy aspiration and classroom implementation in secondary science education. The article advances the argument that ethnoscience the reconstruction of indigenous scientific knowledge within formal frameworks can function as a "pedagogy of patriotism" that simultaneously cultivates scientific literacy, cultural pride, and national identity among Ethiopian secondary school students. Drawing on a comprehensive review of ethnoscience literature and empirical studies from the Ethiopian context, this conceptual article synthesizes theoretical frameworks from science education, indigenous knowledge studies, and citizenship education to develop an integrative model for ethnoscience-based pedagogy. The analysis reveals that Ethiopia possesses diverse indigenous knowledge systems with demonstrable scientific validity, including the Borana astronomical calendar, Gedeo agroforestry practices, Guji Oromo blacksmithing metallurgy, and Gamo peacemaking institutions. Empirical evidence demonstrates that indigenous knowledge integration enhances student academic achievement in science and contributes to civic engagement, national identity, and patriotism. Pedagogical models including Ethno-STEM, project-based learning, and context-based instruction offer effective frameworks for implementation. Ethnoscience pedagogy represents a decolonizing educational strategy that addresses Ethiopia's imperative to develop scientific literacy while cultivating patriotic citizens grounded in their cultural heritage. The integrative framework operates at cognitive, affective, and civic levels to transform science education into nation-building practice. Ethiopia should mandate indigenous knowledge integration across science curricula, invest in teacher education and resource development, establish ethical documentation guidelines, and support rigorous research on ethnoscience pedagogy effectiveness.