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Education for Sustainable Development and Global Citizenship: Based on Sri Lanka’s Thirteen-Year Guaranteed Education Program

2026-01-01T00:00:00Z

Title: Education for Sustainable Development and Global Citizenship: Based on Sri Lanka’s Thirteen-Year Guaranteed Education Program Authors: Kumari, H.A.N.P.; Wedikandage, L.N.P. Abstract: This study examined the 13YGEP of Sri Lanka through the theoretical frameworks of ESD and GCED. Positioned within the global agenda of SDG 4, the research investigated the extent to which the 13YGEP contributed to inclusive, equitable, and sustainability-oriented education. The study adopted a qualitative document analysis methodology, supported by descriptive statistical evaluation of enrolment data from 2017 to 2024. Primary policy documents, Ministry of Education reports, and international sustainability education frameworks were systematically reviewed to assess alignment with ESD and GCED principles. Findings indicated that the 13YGEP reflected several core dimensions of ESD, including expanded access to post-compulsory education, vocational skill development, and pathways to employability. The programme also demonstrated potential to promote elements of global citizenship, particularly through career oriented subject streams and life skills components. However, participation rates remained comparatively low in relation to the annual number of students who did not qualify for advanced-level education after the G.C.E. Ordinary Level examination. Structural constraints, including geographical disparities, limited institutional capacity, societal perceptions toward vocational education, and insufficient integration of sustainability competencies within the curriculum, restricted the programme’s transformative impact. The study concluded that although the 13YGEP represented a progressive policy reform aligned with global sustainability agendas, deeper curriculum integration, strengthened institutional mechanisms, and socio-cultural reorientation were necessary to fully realize its potential in advancing sustainable development and global citizenship in Sri Lanka.

Barriers To Educational Equity for Visually Impaired Undergraduates in Jaffna and the Role of Assistive Technologies

2026-01-01T00:00:00Z

Title: Barriers To Educational Equity for Visually Impaired Undergraduates in Jaffna and the Role of Assistive Technologies Authors: Pavithra, S. Abstract: Educational equity in higher education remains a critical concern, particularly for students with visual impairments who encounter systemic, pedagogical and technological barriers in mainstream classrooms. This study investigates the challenges faced by visually impaired undergraduates in the Jaffna region of Sri Lanka, with a specific focus on barriers to equitable learning and the role of assistive technologies in addressing these challenges. Despite increasing discussions on inclusive education, limited studies have explored the experiences of visually impaired undergraduates in universities within the Jaffna region. Adopting a qualitative research design, this study was conducted among visually impaired undergraduates in universities in the Jaffna region, where data were collected through semi-structured interviews with ten participants using purposive sampling, including both blind and partially sighted individuals. The collected data were analysed using thematic analysis. The findings reveal multiple barriers such as inaccessible teaching practices, ineffective lecture recordings, lack of Braille and accessible learning materials and limited institutional support. Participants reported that traditional lecture-based teaching methods often fail to accommodate their needs, leading to reduced academic engagement and performance. Furthermore, the absence of structured integration of assistive technologies exacerbates educational inequities. However, the study also highlights the potential of assistive technologies, including screen readers, audio-based tools, and accessible digital platforms, in improving learning accessibility. The findings underscore the need for inclusive pedagogical practices, improved access to resources, and institutional commitment to technological integration. This study contributes to the discourse on inclusive education by offering context-specific insights and practical recommendations for enhancing educational equity in higher education. The findings may assist policymakers, educators and higher education institutions in developing more inclusive learning environments for visually impaired students.

Feedback and Feedforward Practices in Early Childhood Education: Perspectives from Classroom Practice in Sri Lanka

2026-01-01T00:00:00Z

Title: Feedback and Feedforward Practices in Early Childhood Education: Perspectives from Classroom Practice in Sri Lanka Authors: Poornima, G.A.J. Abstract: Feedback and feedforward are essential components of the effective teaching and learning process in ECE. When children engage in different activities, feedback and feedforward motivate and support their learning. The main aim of this study was to identify how feedback and feedforward practices are implemented in preschool classrooms and how far these concepts enhance the overall development of a child. This study used a survey design with a qualitative approach and collected data through classroom observations and interviews with twenty preschool teachers from the Colombo district in Sri Lanka. The stratified random sampling method was used to collect data, and the data were analyzed descriptively. Overall, the findings revealed that preschool teachers operate with limited attention to feedback and feedforward practices. Both the strengths and weaknesses of teachers in the teaching-learning process were identified through the way teachers provide feedback and feedforward. Thirty-five per cent of preschool teachers from governments and some private international preschools pay attention to enhancing children’s developmental areas using different methods and strategies to use for feedback and feedforward to motivate children. This behavior could be identified throughout the process. However, many preschool teachers were not concerned about these matters. Some teachers did not use practical activities or provide play opportunities for children. Most children were seated on chairs and engaged in writing activities. The teachers checked their final work and marked it as correct or asked them to do it again. It was clear that many teachers lack philosophical and psychological perspectives on child development.

Teachers’ Perceptions of the Effectiveness of Internal Supervision: A Study Among Science Teachers

2026-01-01T00:00:00Z

Title: Teachers’ Perceptions of the Effectiveness of Internal Supervision: A Study Among Science Teachers Authors: Mathura, U.; Piratheeban, K. Abstract: Internal supervision is a critical collaborative process designed to enhance instructional quality, yet its subject-specific effectiveness remains underexplored in science education. With the aim of evaluating teachers’ perceptions of internal supervision among science teachers in a target division of the Northern Province, Sri Lanka, this study focused on evaluating the effectiveness of internal supervision regarding (1) PCK enhancement, (2) laboratory management, (3) psychological environment, and (4) professional development among science teachers. Using a descriptive survey research design, a census sample (N = 14) was drawn from eight schools. Data were collected via a structured Google Forms questionnaire and analyzed quantitatively. The findings address four objectives: First, the perceived effectiveness of providing instructional support and enhancing PCK was high (M = 3.57). Second, Laboratory Management and safety protocols received the lowest rating (M = 3.08), hindered by an “Expertise Gap” where 78.6% of supervisors lack a science background. Third, while a robust psychological environment exists (M = 4.14), Mann-Whitney U tests indicated that the presence of feedback sessions did not yield statistically significant differences in perceived effectiveness (p = .059). Fourth, internal supervision strongly drives Professional Development (M = 3.91), supported by a very strong positive correlation (r = .820, p < .001) between PCK support and professional growth. As a pilot study, the results are context-specific and highlight the need for subject-matter congruence in supervisory roles. Therefore, it is recommended that the school transition toward a Subject-Specific Supervision Model, ensuring that science teachers are mentored by supervisors with relevant expertise. Furthermore, targeted professional development for current internal supervisors is essential to bridge the technical gap in laboratory safety and specialized science pedagogy.