Vol 14 Issue 1 January 2026-March 2026

Abstract: Dams and water reservoirs are essential infrastructure required for economic development. However, their establishment has sometimes led to massive population displacement. The establishment of Kirandich River Dam in Kapkokei area of Kabarnet led to the displacement of 128 households, who were later resettled in Kamailel Sub-location of Mochongoi division. However, the effects of displacement on displaced households in their new settlement remained largely unknown. This study examined pandemonium of development – induced displacements on the sociopolitical political organization of households displaced by the establishment of Kirandich River Dam in Kenya. Specifically, the study examined the effects of development-induced displacements on the family, health and medicine, livelihood and political organization. The study was anchored on the Cultural Ecological Theory and the Impoverishment, Risks and Reconstruction Model. This was a case study involving 106 respondents selected through multistage sampling methods. The study collected data through questionnaires, in-depth interviews and Focus Group Discussions (FGDs). Displacement undermined the institution through disruption of familial ties and networks that families had nurtured over the years prior to displacement. Displacement also imperiled the institution of health and medicine among the displaced households as well as indigenous dispute resolution structures. While displacement compromised pastoralism and formal employment-based livelihoods, it enhanced farming as a source of livelihood. Displacement also impeded displaced people’s access to basic social services such as education, health and transport. 

This study recommends for comprehensive review of compensation policies on forced evictions and the inclusion of community assets as part of compensable items. There is also need for provision of social services and infrastructure in areas earmarked for resettlement prior to the actual resettlement.

Keywords: Pandemonium, Displacements, Sociopolitical Organization, Displaced Households, Kirandich River Dam.

Title: Pandemonium of Development – Induced Displacements on the Sociopolitical organization of Households Displaced by the Establishment of Kirandich River Dam in Kenya

Author: Richard Kimutai RONO, Maurice Oluoch ONYANGO

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 314-320

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Published Date: 16-March-2026

Abstract: Developing the Vietnamese language for ethnic minority children at the preschool level is a vital task to improve educational quality and create a foundation for learning at subsequent levels. For Thai ethnic preschoolers, the use of their mother tongue in daily life causes many difficulties when accessing and using Vietnamese in a learning environment. This article provides an in-depth review of research related to developing Vietnamese for 3–6-year-old Thai ethnic preschoolers and analyzes the role of literature appreciation as an effective language education tool in kindergartens. The review results show that organizing activities to access stories, poetry, folk verses, and idioms not only contributes to expanding vocabulary and training listening-speaking skills but also helps children form interest and confidence when using Vietnamese. On that basis, the article clarifies the significance of utilizing literary works in developing Vietnamese for Thai ethnic preschoolers and suggests research directions and the application of appropriate measures in preschool education practice.

Keywords: Vietnamese language, Vietnamese language development, 3–6-year-old preschoolers, Thai ethnic group, literary works, preschool education.

Title: LITERATURE REVIEW ON DEVELOPING VIETNAMESE LANGUAGE FOR 3–6-YEAR-OLD THAI ETHNIC PRESCHOOLERS THROUGH LITERATURE APPRECIATION IN KINDERGARTENS

Author: Hoang Thi Thuy Linh; Vi Thi Thao My; Phan Thi Phuong Thao; Luong Thuy Mien; Kim Thi My Le; Tran Thi Thuy Nga

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 283-291

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Website: www.researchpublish.com

Published Date: 13-March-2026

Abstract: The present study aimed to examine effect of using drama activities on performance of learners in English in primary schools of Gasaka Sector. Drama technique encourages the participations of pupils in the learning of English language. In other words, language practice is the driving force in language learning. By participating through drama activities learners acquire communicative skills, fluency, self-confidence, creative skills, and reading skills and so on. In order to achieve the objectives assigned to this study, four kinds of research methodology have been used in order to know the extent to which drama activities are used and their importance in English classroom in Rwandan primary schools. These methods are the questionnaire, interviews, documentation, and observations of live teaching sessions. The study reveals the positive effect of teaching English through drama on pupil’s physical, emotional, social, and cognitive development. It sheds light on the method of putting pupils in authentic situations to help them discover their hidden creativity and overcome their fears. It is to promote their sense of critical thinking; problem solving, reasoning, analysis, interpretation, synthesizing information, research skills and practices; interrogative questioning, creativity; artistry, curiosity, imagination, innovation, personal expression and perseverance; self-direction, planning, self-discipline, adaptability and initiative, drama approach should be adapted to improve the academic performance. This study revealed the importance of engaging pupils in the process of teaching and learning of English through dramatized lessons and related strategies in order to enhance English language mastery in primary schools; ended with recommendations to enable pupils and teachers benefit greatly from drama activities. E.P SUMBA is recommended to provide all facilities needed to help teachers and pupils to use drama activities in the process of teaching and learning English language. Teachers of language are recommended to integrate drama in their teaching and learning activities for pupils to become fluency in English language.

Keywords:   Drama Activities, English Language Learning, Primary School Pupils, Communicative Skills Development, Academic Performance.

Title: EFFECT OF DRAMA ACTIVITIES ON PERFORMANCE OF LEARNERS IN ENGLISH IN SELECTED PRIMARY SCHOOLS IN GASAKA SECTOR, RWANDA: THE CASE OF E.P SUMBA

Author: NIRYAYO ANTONY, NIRINGIYIMANA THEOPHILE, MAZIMPAKA ESRON, NUMVIYUMUKIZA ETIENNE, MBONIMANA Gamariel

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 272-282

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Published Date: 09-March-2026

Abstract: Chhau mask and dance, a distinctive form of traditional artistry originating from the Charida village in Purulia, West Bengal, hold profound cultural and economic significance. This study examines the cultural and economic significance of the Chhau Mask and dances in the Charida village of West Bengal. To conduct this study, empirical data were collected through the case study of Charida village. A total of 42 heads of households were interviewed to gather information about the cultural and economic significance of Chhau Mask and dance. Out of the total households interviewed, 31 heads registered to UNESCO’s Geographical Indication Tag. Through an interdisciplinary approach encompassing ethnographic research, economic analysis, and cultural heritage studies, the research examines the historical evolution, symbolic meanings, craftsmanship techniques, and market dynamics of Chhau masks. This study reveals that the households who are involved in Chhau dance and making Chhau Masks, their income has increased nominally after receiving a Geographical Indication Tag.

Keywords: Culture; Society; Economy; Chhau Masks, G. I. Tag; West Bengal.

Title: Cultural and Economic Significance of Chhau Masks and Dance: A Case Study of Charida Village, West Bengal

Author: Moupriya Dutta, Vishwambhar Prasad Sati

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 258-271

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Published Date: 05-March-2026

Abstract: This study explores The Impact of Studying Abroad on Students Who Left Their Children in Their Homeland at Northeast Normal University (NENU), focusing on Communication Dynamics, Emotional Impact, Parental Involvement and Support, Personal and Academic Challenges, Social and Cultural Adjustments, Financial and Logistical Strain, Support Systems and Coping Strategies, Institutional Support and Recommendations. Guided guided by two primary theories: Family Systems Theory (Bowen, 1978) and Attachment Theory (Bowlby, 1988). These theories provided a comprehensive framework for understanding the complex dynamics and emotional ramifications involved in parent-child relationships when parents study abroad, the study aimed to understand how international students perceive and cope with the challenges of being a student and a parent while living abroad, addressing the gap in research on Impact of Studying Abroad on Students Who Left Their Children in Their Homeland in different contexts. Using a qualitative design, semi-structured interviews were conducted with six international master’s students from diverse national backgrounds, and data were analyzed thematically to ensure reliability and depth.

Findings reveal that The frequency of their interactions has shifted from daily physical presence to scheduled virtual interactions, Parents experience a constant sense of guilt and worry, which affects their emotional well-being, the lack of physical presence poses significant challenges in providing real-time support and discipline that may reduce parent-children Attachment.  Nevertheless, participants revealed strong adaptability and coping strategies through support system, self-directed learning, Keeping a routine, seeking support from friends, and maintaining a positive outlook. While NENU provides valuable academic and social support services, they are often not able to serve student according to specific needs. The study recommends strong support networks and counseling services, strengthening language assistance, Cultural and social integration programs should include orientation sessions tailored to the unique challenges faced by these parents and opportunities for community engagement through events and workshops. Essentially, Northeast Normal University continued promise to academic excellence globally and improving in all aspects.

Keywords: Impacts, studying Abroad, and Northeast Normal University (NENU).

Title: The Impact of Studying Abroad on Students Who Left Their Children in Their Homeland: A case study of selected students at Northeast Normal University – China

Author: Mrs. Marthe NYIRANGIRIMANA, Dr. Claudien Habimana SIMBI

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 247-257

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Website: www.researchpublish.com

Published Date: 05-March-2026

Abstract: This study investigates the alignment between Technical and Vocational Education and Training (TVET) programs and labor market demands in The Gambia, with a focus on employers' satisfaction with the skills of TVET graduates. Using a quantitative research approach, 125 employers from various industries, including agriculture, tourism, ICT, manufacturing, and construction, were surveyed. The results reveal that the agriculture sector employs the highest number of TVET graduates, while ICT, despite its global importance, remains underrepresented. Practical and digital skills were highly valued by employers, but satisfaction with these skills among TVET graduates was lower than expected, particularly in problem-solving and teamwork. Employers expressed higher satisfaction with graduates' time management and adaptability. The findings highlight the need for reforms in TVET curricula to better align with industry needs and for stronger collaboration between training institutions and labor market stakeholders. Recommendations include increasing practical training, investing in ICT facilities, and enhancing industry collaboration.

Keywords: Technical and Vocational Education and Training; Labor Market Demand; Employers’ Satisfaction; Graduates.

Title: The Alignment of Technical and Vocational Education and Training (TVET) with Labor Market Demand:  A Survey of Employer’s Satisfaction with TVET Graduates’ Skills in The Gambia

Author: Modou A. Sambou, Manjie Sambou, Begay Khan

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 237-246

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Published Date: 28-February-2026

Abstract: The School Feeding Program (SFP) plays a significant role in attaining Sustainable Development Goal 4 (Quality education) by effectively tackling hunger and malnutrition, which severely impede school attendance and academic achievement, particularly in rural regions such as Ruhango District, Rwanda. This study investigates the impact of the SFP on reducing students' absenteeism in Ruhango District, Rwanda. The research focuses on three main objectives: analysing the influence of SFP on students’ attendance, identifying challenges in SFP implementation, and assessing the role that community and local government played in enhancing SFP effectiveness. This study employed a qualitative method. Data were acquired via questionnaires and document analysis, with a total sample size of 86 participants, including 60 students, 12 teachers, 10 parents, and 4 head teachers. Questionnaires offered extensive information about stakeholders' experiences and views of SFP, while document analysis augmented data collected from official publishing reports. Data was analyzed using theme analysis to uncover relevant patterns and insights from qualitative replies. Furthermore, simple statistical techniques in SPSS were used to create figures and tables that depicted descriptive frequencies and percentages. The findings reveal that SFP significantly improves students' attendance, academic performance, and social well-being. However, the study also identified key obstacles, including infrastructure constraints, limited food diversity, low parental engagement, and chefs' limited culinary skills. To ensure the long-term viability and efficacy of SFP, key recommendations include increased funding, expanded infrastructure such as dining halls, and enhanced parental participation.

Keywords: School Feeding Program, students’ absenteeism, Impact, Rwanda.

Title: Investigating the Impact of School Feeding Program on Reducing Students’ Absenteeism: The Case of Ruhango District, Rwanda

Author: Mr. Vincent DUSINGIZIMANA, Prof. Dong, Xiuhua, Mr. Pierre Chrisologue IMANISHIMWE, Mr. Daniel TUYISENGE, Ms. Marie Solange IGIRANEZA

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 226-236

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Website: www.researchpublish.com

Published Date: 27-February-2026

Abstract: This study examines the use of Socratic Circles as a learner-centred pedagogical strategy for enhancing critical thinking and discussion skills among third-year Biology students in a Teacher Training College (TTC) in Rwanda. Grounded in constructivist and sociocultural learning theories, the study employed a qualitative case-study design to explore how dialogic instruction supports competence-based learning. Data were collected through semi-structured interviews with biology lecturers, classroom observations of Socratic Circle sessions, and document analysis of lesson plans and assessment rubrics. Findings indicate that Socratic Circles enhanced students’ analytical reasoning, evidence-based argumentation, and confidence in scientific discussions. Peer collaboration and lecturer facilitation were key enablers of effective learning, while challenges included large class sizes, limited prior exposure to dialogic pedagogy, and time constraints. The study concludes that Socratic Circles are an effective strategy for preparing pre-service biology teachers to implement learner-centred pedagogy aligned with Rwanda’s Competency-Based Curriculum.

Keywords: Socratic Circles; Biology education; Teacher training; Critical thinking; Discussion skills.

Title: Socratic Circles as a Pedagogical Strategy: Enhancing Critical Thinking and Discussion Skills Among Third-Year Biology Teacher Training College Students in a College in Rwanda

Author: Enock Panganayi Mawuye, Emmanuel Munyemana

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 218-225

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Published Date: 26-February-2026

Abstract:  Despite the transformative potential of online trading, retail enterprises in Kenya continue to experience uneven performance. These constraints undermine the sector’s full potential and pose a significant barrier to broader national economic development. This study assessed the impact of entrepreneurial competencies on the performance of online retail enterprises in Kenya as well as the moderating role of the legal framework. Using a descriptive design, it targeted 495 employees from 165 registered online retail enterprises, with a sample size of 351 determined by Yamane’s formula. Data was analysed using a triangulation approach. Regression analysis revealed that entrepreneurial competencies significantly and positively influence enterprise performance. From the findings, entrepreneurial competencies were found to have a significant positive influence on performance online retail enterprises in Kenya (p < 0.001). The results show that the legal framework significantly influence performance on its own, its interaction with entrepreneurial competencies has a notable impact, with the interaction term showing a significant moderating role (p<0.01). To improve the performance of online retail enterprises, managers should focus on developing entrepreneurial competencies while advocating for supportive legal frameworks. Policymakers should update laws to support the digital economy, provide financial incentives, and enhance access to resources for small businesses. The study contributes to entrepreneurship theory by emphasizing the importance of human capital and government policies.

Keywords: Entrepreneurial Competencies, Enterprise Performance, Legal Framework, Online Retail Enterprises.

Title: Entrepreneurial Competencies and Performance of Online Retail Enterprises in Kenya: Moderating role of Legal framework

Author: Leonard Matolo Ngungi, Dr. Jane Omwenga, Dr. Joseph Ndururi

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 205-217

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Website: www.researchpublish.com

Published Date: 26-February-2026

Abstract: Despite the significant potential of blue economy small and medium-sized enterprises (SMEs) to contribute to Kenya's socio-economic development, empirical evidence indicates that over 63% of local SMEs operating in this sector fail within five years of establishment. While various disciplines have adopted distinct blue economy models, existing empirical literature lacks conclusive evidence on the role of entrepreneurial risk-taking propensity in enhancing the performance of struggling SMEs within Kenya’s blue economy sector. This gap underscores the need for further research. This study investigated the influence of entrepreneurial risk-taking propensity on the performance of SMEs in Kenya’s blue economy sector. An exploratory research design was adopted, targeting a population of 221 internationalized blue economy SMEs in Kenya. A sample of 258 respondents was drawn from 86 of these enterprises using proportionate sampling techniques. Primary data were collected through a semi-structured questionnaire, and both quantitative and qualitative analysis methods were employed to interpret the data. Regression analysis was used to estimate the relationship between variables. The findings revealed that entrepreneurial risk-taking propensity has a statistically significant impact on SME performance within the blue economy, accounting for 35.1% of the variance in performance (F = 113.672, p < 0.001). Inclusion of the competitive environment marginally exhibits a statistically significant moderating effect on the relationship between entrepreneurial risk-taking propensity and performance of SMEs in Kenya’s blue economy sector. The interaction term significantly improves the explanatory power of the entrepreneurial risk-taking propensity. Based on these results, the study recommends that SMEs within the blue economy enhance their performance by cultivating and institutionalizing a culture of entrepreneurial risk-taking.

Keywords: Blue Economy, Competitive Environment, Entrepreneur Background, Entrepreneurial Risk-Taking Propensity, Small and Medium-Sized Enterprises, Performance, Personal traits.

Title: Entrepreneurial Risk-Taking Propensity, Competitive Environment and Performance of Small and Medium Enterprises in Blue Economy Sector in Kenya

Author: Ronald Kenyanya Nyamosi, Dr Jane Omwenga, Dr Joseph Ndururi

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 193-204

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Website: www.researchpublish.com

Published Date: 26-February-2026

Abstract: This study investigates how internal consistency within human resource management (HRM) systems—specifically the vertical alignment with business strategy and the horizontal complementarity among recruitment, performance appraisal, training, and compensation practices—influences organizational resilience and innovation performance in dairy enterprises. Drawing on strategic HRM and organisational resilience theories, we propose that HRM system consistency enhances a firm’s adaptive capacity and fosters incremental and radical innovations. Using a mixed-method design, the research first conducts multiple case studies in leading Chinese dairy companies to contextualise the mechanisms, followed by a survey of 150 dairy firms. Structural equation modelling is employed to test the mediating role of dynamic capabilities and knowledge sharing. Findings are expected to reveal that consistent HRM systems significantly strengthen resilience against market volatility and food safety crises, and simultaneously drive product and process innovation. The study contributes to the high-performance work systems literature by empirically validating the configurational perspective in the agri-food sector. Practically, it provides dairy managers with evidence-based guidance for designing coherent HRM architectures that bridge the gap between strategic intent and operational execution, ultimately enhancing long-term competitiveness in a turbulent environment.

Keywords: HRM system consistency; organisational resilience; innovation performance; dairy industry; strategic human resource management.

Title: Bridging the gap between strategy and practice: A study on the impact of consistency in human resource management systems on organizational resilience and innovation performance in dairy enterprises

Author: Mu Yanyan, Orlina Ursula D. Regua

International Journal of Social Science and Humanities Research  

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 183-192

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Published Date: 24-February-2026

Abstract: Contemporary societies increasingly operate under conditions of persistent and overlapping instability that extend beyond episodic crisis events. While crisis sociology has documented the normalization of risk and emergency governance, and inequality research has analyzed distributive injustice and cumulative disadvantage, these literatures remain analytically segmented. What remains underdeveloped is a mechanism-centered explanation of how permanent uncertainty reshapes equality processes and produces stratified social transformation. This study advances the Equality Disruption Framework (EDF), a conceptual model integrating structural uncertainty, crisis-oriented institutional logics, and adaptive divergence within a recursive explanatory architecture. Drawing on a structured thematic synthesis of interdisciplinary scholarship, the framework reconceptualizes uncertainty as a structurally generative condition that reorganizes institutional temporality and governance practices. The EDF specifies the Equality Disruption Zone as a mediating mechanism through which misalignment between static equality frameworks and dynamic instability produces divergent trajectories of adaptive advantage and accumulated disadvantage. It further introduces a recursive stabilization dynamic, demonstrating how stratified outcomes reinforce crisis-oriented governance and normalize ongoing instability. By integrating crisis sociology, institutional theory, and inequality research, the EDF shifts analytical attention from episodic amplification toward structural divergence under chronic uncertainty. The framework provides a theoretically coherent foundation for future empirical investigation across domains including governance, education, labor markets, and social policy.

Keywords: Permanent uncertainty; Equality disruption; Social transformation; Crisis governance; Stratified inequality; Adaptive capacity; Institutional trust; Social justice.

Title: Permanent Uncertainty and Equality Disruption: A Conceptual Framework for Stratified Social Transformation

Author: Dr. David Bull

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 167-182

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Published Date: 23-February-2026

Abstract: Contemporary societies increasingly operate under conditions of chronic instability rather than episodic crisis, raising urgent questions about how equality functions under permanent uncertainty. This study empirically tests the Equality Disruption Framework (EDF), which proposes that sustained instability normalizes crisis-oriented institutional logics, destabilizes equality processes, and produces stratified social outcomes through differential adaptive capacity and recursive trust dynamics. Using structural equation modeling (SEM) with a sample of 180 adults, we estimated direct, moderated, and recursive pathways among permanent uncertainty, crisis-oriented institutional logics, equality disruption, adaptive capacity, adaptive advantage, accumulated disadvantage, and institutional trust. Results indicate that permanent uncertainty strongly predicts crisis-oriented institutional logics (β = .59, p < .001), which in turn predict equality disruption (β = .55, p < .001). Equality disruption reduces adaptive advantage (β = −.46, p < .001) and increases accumulated disadvantage (β = .60, p < .001), producing structured divergence. Latent interaction effects demonstrate that adaptive capacity buffers, but does not eliminate, divergence pathways. Accumulated disadvantage erodes institutional trust, which recursively reinforces perceptions of permanent uncertainty. Model fit indices indicate excellent fit (CFI = .96, RMSEA = .05, SRMR = .04). These findings validate EDF as a mechanism-based explanation of how equality becomes destabilized under chronic instability and demonstrate that inequality and uncertainty operate as mutually reinforcing structural processes.

Keywords: permanent uncertainty; equality disruption; crisis-oriented governance; adaptive capacity; accumulated disadvantage; institutional trust; social transformation; structural equation modeling.

Title: Testing the Equality Disruption Framework (EDF): Permanent Uncertainty, Institutional Crisis Logics, and Stratified Social Outcomes

Author: Dr. David Bull

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 144-166

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Published Date: 23-February-2026

Abstract: Curriculum relevance remains a central concern in engineering and professionally oriented higher education, particularly within Maritime Education and Training (MET), where graduates are expected to meet both academic standards and the operational demands of the global maritime industry. Mathematics plays a foundational role in marine engineering education, underpinning navigation, propulsion systems, stability analysis, thermodynamics, electrical systems, and operational decision-making. Despite its recognized importance, students and graduates frequently question the relevance of mathematics to their studies and future careers, especially when mathematical instruction appears abstract or weakly connected to maritime practice. This study examines students’ and graduates’ perceptions of the relevance of the MET mathematics curriculum, using the Marine Engineering programme at the Regional Maritime University (RMU), Ghana, as a case study. Grounded in curriculum relevance theory, expectancy–value theory, and employability discourse, the study synthesizes empirical insights from students and graduates and situates the findings within broader international debates on mathematics and engineering education. The findings indicate that while the MET mathematics curriculum is widely perceived as relevant for academic progression and conceptual understanding, its relevance to professional maritime practice is less visible to learners, particularly during training. Graduates, however, tend to retrospectively acknowledge the indirect and enabling role of mathematics in professional competence and adaptability. The study argues that enhancing curriculum relevance requires deliberate contextualization, pedagogical integration, and closer alignment of mathematical learning with maritime career pathways and industry practices.

Keywords: MET mathematics, curriculum relevance, marine engineering education, graduate perceptions, Ghana.

Title: Students’ and Graduates’ Perceptions of the Relevance of the Maritime Education and Training (MET) Mathematics Curriculum to Their Studies and Future Careers

Author: Gabriel S. Akakpo

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 132-143

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Published Date: 19-February-2026

Abstract: The paper aims to understand the teacher perception and implementation of an inclusive approach by the teacher as a cross-cutting factor in Competence-Based Curriculum (CBC) in Gatsibo and Nyamata Teacher Training Colleges in Rwanda. In this study, the researcher adopted a qualitative approach, which involved carrying out a case study and interviewing two principals and eight tutors, who were sampled using the purposive method. Thematic analysis of the data is employed in the study. The results indicated that the principals and tutors have favorable views of inclusive education and acknowledge it to be a shared responsibility inherent to CBC. The learner diversity has been addressed with the aid of strategies that were addressed as tutor-centered strategies (group work, differentiated instructions, and continuous assessment). However, factors like class size, lack of facilities, and lack of special training form major barriers to implementing these strategies fully. The research concludes that even though the commitment to the concept of inclusive education exists, it is vital to reinforce teacher development to ensure the sustainability of this practice in teacher training colleges.

Keywords: Inclusive education, perception and classroom practice of Tutors; competence-based curriculum; teacher training colleges; cross-cutting issues.

Title: Tutors’ Perceptions and Classroom Practices of Inclusive Education as Cross-Cutting Issues within the Competence-Based Curriculum: A Qualitative Case Study of Gatsibo and Nyamata Teacher Training Colleges in Rwanda

Author: Mr. Theoneste Nkurunziza, Mr. Pascal Ndayisaba, Mr. Ignace Habakwizera, Mr. Jean Habonimana, Ms. Marie Chantal Umumararungu

International Journal of Social Science and Humanities Research 

ISSN 2348-3156 (Print), ISSN 2348-3164 (online)

Vol. 14, Issue 1, January 2026 - March 2026

Page No: 123-131

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Website: www.researchpublish.com

Published Date: 13-February-2026

Amendment Date: 17-February-2026