Vol 13 Issue 4 October 2025-December 2025

Abstract: This study assessed the impact of the Education Re-entry Policy on the retention of teenage mothers in schools in Kyela District, Tanzania, focusing on the challenges they face in continuing their education after re-entry. The research was framed by Liberal Feminism Theory (1987) and utilized a descriptive case study design. Data were collected from 245 respondents through questionnaires and interviews, with a pilot study involving five participants to ensure the reliability of the tools. Both narrative and quantitative methods (frequencies and percentages) were used for analysis. The findings revealed that financial challenges were the most significant barrier to education for teenage mothers, along with a lack of childcare support, societal stigma and negative attitudes toward teenage mothers. Additionally, the study highlighted insufficient psychological and emotional support, inadequate school infrastructure, inflexible schedules, lack of supportive facilities and the absence of specialized programs for young mothers as key contributors to the challenges faced by these students. The study recommends the introduction of financial support programs, such as scholarships or conditional cash transfers, specifically targeting teenage mothers. It also suggests partnerships with private sector organizations and NGOs to mobilize resources for their education. Schools should establish school-based counseling services to address emotional and mental health needs, train counselors and provide safe spaces for confidential support. Flexible learning arrangements, such as half-day classes, weekend classes or distance learning, should be adopted to improve school infrastructure. Schools should also be equipped with private facilities, such as changing rooms, to accommodate parenting students. Additionally, community-based programs should be launched to shift public perceptions about teenage pregnancy and education, involving religious, traditional and political leaders as advocates for girls’ education. Finally, a monitoring and evaluation system should be implemented to track re-entry, retention and academic progress and local education authorities should conduct regular audits to ensure compliance and support.

Keywords: Education Re-entry Policy, teenage mothers, financial challenges, emotional support.

Title: ASSESSING THE IMPACT OF EDUCATION RE-ENTRY POLICY ON TEENAGE MOTHERS’ RETENTION IN TANZANIA: A CASE OF KYELA DISTRICT

Author: SIMON WILLIAM MSIKO, DR. GOODLUCK JACOB, DR. PATRICK MANYENGO

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 339-345

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Website: www.researchpublish.com

Published Date: 10-November-2025

Abstract: The general purpose of this study was to assess the influence of e-procurement systems on the City of Kigali's performance. The research methodologies used in the study were descriptive and correlational. The study is based on three theoretical frameworks: The Technology Acceptance Model, the Resource-Based View, and the Transaction Cost Theory. Out of the 239 individuals who were involved in the research, 63 were officers of procurement, logistics, and warehouse; 59 were suppliers and contractors; 61 were finance department workers; and 56 were management and policy-making elite from Kigali. Using Slovin's method and simple random sampling procedures, the research selected 150 individuals at random to ensure reliable findings. Primary data was gathered via surveys, while secondary data was derived from document analysis. The study used Statistical Product and Service Solutions (version 25) for descriptive statistics, bivariate correlation, and regression analysis to look at how the city's efficiency was affected by computerized bidding, sourcing, and invoicing.  Factor analysis was also used to improve model fit and construct validity. Study findings on the impact of the e-procurement system on government agency effectiveness were more trustworthy and accurate as a result of integrating these methodologies. The findings indicate that there is a favorable and statistically significant impact on performance from e-bidding (β = 0.240, p < 0.05), e-sourcing (β = 0.474, p < 0.05), and e-invoicing (β = 0.251, p < 0.05).  When it comes to these, e-sourcing, e-invoicing, and e-bidding are the three most important indicators. To keep its online bidding systems accessible, safe, and easy to use, the Kigali City Government should put money into their ongoing development. To make e-bidding even more efficient and productive, educating procurement workers and suppliers should be a regular occurrence.

Keywords: E-Procurement Systems, Electronic Bidding, Sourcing, Invoicing and Performance.

Title: E-PROCUREMENT SYSTEMS AND PERFORMANCE OF CITY OF KIGALI, RWANDA

Author: Manzi Nicolas Dia, Dr. Irechukwu Eugenia Nkechi

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 331-338

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Website: www.researchpublish.com

Published Date: 08-November-2025

Abstract: The 1994 genocide against the Tutsi in Rwanda left over one million people dead and dismantled family and community structures across the nation. In response, the Lutheran Church of Rwanda (LCR) emerged as a key factor in national healing and reconstruction through its holistic family empowerment programs. Guided by empowerment theory, this study employed qualitative methods including interviews, focus group discussions and observations across selected parishes to explore how LCR’s initiatives contributed to restoring dignity, hope and resilience among genocide-affected families. Findings reveal that LCR implemented integrated programs in trauma healing and reconciliation, spiritual and moral renewal, education and child support, youth mentorship, savings and credit cooperatives, agricultural projects, vocational training and housing reconstruction. These interventions addressed survivors’ psychological, social and economic needs, transforming them from dependence to self-reliance and strengthening family and community cohesion. The study concludes that faith-based family empowerment, when aligned with national recovery policies, offers a vital pathway toward sustainable post-conflict transformation, to address persistent youth unemployment, the LCR should broaden its vocational training initiatives and establish entrepreneurship hubs that promote innovation and self-reliance and there is a need to continue investment in trauma healing and counselling is essential, especially for younger generations affected indirectly by genocide trauma.

Keywords: Empowerment, genocide, trauma, healing, reconciliation.

Title: THE LUTHERAN CHURCH OF RWANDA’S FAMILY EMPOWERMENT PROGRAMS AFTER THE 1994 RWANDAN GENOCIDE

Author: Mukundane Robert, Lukonge Modestus, Lechion Kimilike

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 322-330

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Website: www.researchpublish.com

Published Date: 07-November-2025

Abstract: This paper explores the human dimensions of project resilience by examining the interrelated roles of emotional intelligence (EI), adaptability, and team learning as core enablers of resilient project performance. While traditional approaches to resilience emphasize structural systems and risk management frameworks, this review highlights the growing recognition that human capabilities are equally critical in determining how projects anticipate, absorb, and recover from disruptions. Through a synthesis of recent literature, the study demonstrates that EI fosters emotional regulation and psychological safety, adaptability translates these emotional competencies into flexible and creative responses to change, and team learning institutionalizes these adaptive behaviors through shared reflection and knowledge exchange. Together, these constructs form a synergistic framework that transforms project resilience from a reactive process into a proactive, strategic capability. The study concludes that emotionally intelligent, adaptable, and learning-oriented teams are fundamental to sustaining success in complex and turbulent project environments.

Keywords: Project Resilience, Emotional Intelligence, Adaptability, Team Learning, Psychological Safety, Human-centered Project Management, Organizational Learning.

Title: The Human Side of Project Resilience: A Traditional Literature Review of Emotional Intelligence, Adaptability, and Team Learning

Author: Catherine Muthoni Nyambu, Prof. Karim Hassanali Omido

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 308-321

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Website: www.researchpublish.com

Published Date: 06-November-2025

Abstract:  This study aims to explore whether cats’ sleeping positions can reflect their emotional states as perceived by their owners. Based on feline body language theory, body posture and resting positions may indicate emotional conditions such as relaxation, alertness, or stress. A total of 200 responses were collected via Google Forms, asking cat owners about their cats’ most common sleeping positions and the emotional states associated with each position. Results revealed that the majority of cats were most often observed sleeping curled up (26.8%) or lying on their sides (20.3%). When in a side-lying position, 53.6% of respondents reported that their cats appeared relaxed and happy, while 39.1% described them as calm. In contrast, the loaf and curled positions were more often linked to alertness or mild anxiety. The stretched or belly-up positions, however, were most associated with contentment and trust (over 75%). These findings suggest that while sleeping positions may reflect a cat’s general comfort level, they cannot serve as a precise indicator of emotion without considering environmental and individual factors. This study highlights the importance of understanding feline body language and can be further developed to support behavioral research and veterinary practice.

Keywords: Cats, Sleeping Positions, Emotional State, Feline Body Language, Owner Perception.

Title: Do Cats’ Sleeping Positions Reflect Their Emotional State: A comparison between Theory and Survey Results

Author: Chanida Phakawatpongsatorn

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 302-307

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Website: www.researchpublish.com

Published Date: 04-November-2025

Abstract: This study examined the influence of social relations on conflict resolution in the Ministry of Foreign Affairs and International Cooperation in Rwanda. The study adopted a mixed-method design integrating both quantitative and qualitative approaches. Primary and secondary data were used to assess how interpersonal relationships, team cohesion, and interdepartmental networks affect the effectiveness of conflict resolution mechanisms within the ministry. A sample of 120 respondents, including ministry staff, department heads, and conflict management officers, was selected using purposive and random sampling techniques. Data were analyzed using descriptive and inferential statistics with SPSS (version 26). Findings revealed a strong positive correlation (r = 0.796**) between positive social relations and the effectiveness of conflict resolution processes. Qualitative analysis indicated that robust social networks facilitate communication, trust-building, and collaborative problem-solving, which are critical for resolving disputes and preventing escalation. The study concluded that social relations significantly influence conflict resolution effectiveness and recommended that the ministry strengthen team-building initiatives, enhance interdepartmental collaboration, and institutionalize mentorship programs to foster positive interpersonal dynamics.

Keywords: Social relations, Conflict resolution, Interpersonal networks, Ministry of Foreign Affairs, Rwanda, Team cohesion.

Title: THE INFLUENCE OF SOCIAL RELATIONS ON CONFLICT RESOLUTION IN THE MINISTRY OF FOREIGN AFFAIRS AND INTERNATIONAL COOPERATION IN RWANDA

Author: MUHWEZI Sam, Dr. NJENGA Gitahi

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 296-301

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Website: www.researchpublish.com

Published Date: 03-November-2025

Abstract: Through the representation of characters’ experiences while searching for their sense of self and purpose in a world that has been totally clashed as the results of World War I, Ernest Hemingway's novel, The Sun Also Rises, explores the theme of identity in the context of European post war. The main characters, mainly Jake Barnes, Robert Cohn, and Lady Brett Ashley engage in the continuous search for self to identify themselves and find their places in the society in which they feel split and lost as related to the term lost generation. By experiencing the issues of masculine crisis, anti-Semitism, feminine crisis, and societal disillusionment in Spain and France, there is a pursuit of self-realization by the main characters trying to shape their identities to fit in. This work aims to examine how these characters undergo through and deal with the difficult problem of identity crisis in the era of post-world war I, and also investigates Hemingway’s portrayal of the search for life meaning and identity through, The Sun Also Rises, in order to have a profound and deeper understanding of the novel's philosophical theme of identity and long-lasting traumatic effects of I World War on human being.

Keywords: Identity crisis, lost generation, Anti-Semitism, World War I, Ernest Hemingway, The Sun Also Rises.

Title: A Study of Identity Crisis and Post-War Trauma in Ernest Hemingway’s “The Sun Also Rises”

Author: Mucyo Hubert

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 292-295

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Website: www.researchpublish.com

Published Date: 03-November-2025

Abstract: In the era of digital transformation, the development of digital literacy (DL) among secondary school teachers is crucial for fostering digitally skilled and talented students. While Rwanda has prioritized DL through policies such as Vision 2050 and the Smart Education Policy, little is known about digital literacy development among secondary school teachers. This systematic review explores the current state, challenges, and strategies for enhancing digital literacy development among secondary school teachers in Rwanda. Guided by a combination of TPACK and TAM frameworks and Digital Divide Theory. This review followed the guidelines of the Campbell Collaboration and synthesized literature published between 2016 and 2024. The findings indicate that many secondary school teachers in Rwanda have developed a basic foundation of technological knowledge (TK) and a growing awareness of digital skills. However, they remain at an early stage of integrating technology effectively into pedagogy to achieve Pedagogical Knowledge (PK) and Content Knowledge (CK) due to limited training, infrastructure, and socio-economic disparities. Key challenges include: (1) insufficient technological knowledge (TK) and inadequate professional training, (2) limited access to digital resources and infrastructures, (3) challenging working conditions, and (4) a persistent digital divide characterized by skill disparities, gender gaps, and resistance to technological change. The review concludes that effective strategies should involve strengthening digital training programs, fostering public-private partnerships, enhancing community involvement, international cooperation, and fully implementing Rwanda’s SMART Education initiatives to improve teachers’ digital literacy. Strengthening DL among secondary school teachers is essential for effective curriculum delivery and preparing Rwandan youth for a digital world.

Keywords: Digital literacy, Teacher Education, Digital Competence, Digital Divide, Supportive Strategies.

Title: The Exploration of the Digital Literacy Development for Secondary School Teachers in Rwanda: A Review of Literature

Author: Mr. Ndacyayisenga Jean Claude Yvan, Dr Zhu Jian

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 277-291

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Website: www.researchpublish.com

Published Date: 01-November-2025

Amendment Date: 16-December-2025

Abstract: This study explores the impact of teacher motivation on the effectiveness of remedial programs in public primary schools in Nyagatare District, Rwanda. While remedial education is vital in addressing gaps in literacy and numeracy, its success is largely dependent on the motivation of teachers. This research uses a qualitative approach, focusing on both intrinsic factors (such as professional satisfaction and a sense of duty) and extrinsic factors (like workload, incentives, and recognition) that influence teacher motivation. The study reveals that motivated teachers tend to employ more creative and engaging teaching strategies, leading to better student outcomes. However, external challenges such as insufficient compensation, large class sizes, and lack of resources are significant barriers to motivation. The findings suggest that addressing these challenges through clear guidelines, better resources, and enhanced teacher recognition can improve both teacher motivation and the success of remedial programs. The study's outcomes align with Rwanda’s Vision 2050, the National Strategy for Transformation (NST2), and Sustainable Development Goal 4 (SDG 4), all of which emphasise the importance of quality education and teacher well-being. The study offers valuable insights for policymakers, school leaders, and educators, highlighting strategies to enhance teacher motivation and ensure the long-term success of remedial education in Rwanda.

Keywords: Teacher motivation, Remedial programs, Educational effectiveness.

Title: Exploring Teacher Motivation and Its Influence on the Effectiveness of Remedial Programs: A Qualitative Case of Public Primary schools in Nyagatare District, Rwanda

Author: Mr. Pierre Chrisologue IMANISHIMWE, Prof. XIE Shu, Mr. Florien UWIZEYIMANA, Ms. Delphine NYIRIJAMBO

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 268-276

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Website: www.researchpublish.com

Published Date: 29-October-2025

Abstract: English phrasal verb construction, which has special semantic and syntactic features, has been analyzed for decades. This study analyzes English phrasal verb construction and prepositional verb construction based on Labeling Algorithm and makes a contrast between them. The similarities between phrasal verb construction and prepositional verb construction mainly focus on the form and the property of transitivity. The differences lie firstly in the word order. In transitive phrasal verb construction, two kinds of order can be followed, while there is only one way to arrange the prepositional verb construction; secondly, the insertion of an adverb: if placed between verb and preposition, the new structure is acceptable; while the adverb is inserted into verb and particle, it is ungrammatical. The last method to make a difference between prepositional verb and phrasal verb is action nominalization.

Keywords: English phrasal verb construction, prepositional verb construction, minimalist syntax, contrastive analysis.

Title: Contrastive Study of English Phrasal Verb Construction and Prepositional Verb Construction an Analytical Framework Based on Minimalist Syntax

Author: Chen Zixuan, Li Mingjun, Liu Zhiguo

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 261-267

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Website: www.researchpublish.com

Published Date: 28-October-2025

Abstract: This study examined the determinants of community participation in education sector development projects in Sumbawanga Municipal Council, Rukwa Region, Tanzania. Three specific objectives guided it; examining demographic, social, and economic factors to understand how they contribute to community participation. The study was carried out in Kizwite and Ntendo wards using a mixed research approach and a cross-sectional design. A quantitative sample size of 50 heads of households from the target population of 9,622 households and a qualitative sample size of 13 key informants were involved, found through simple random sampling and purposive selection. Data were collected through questionnaires, interviews, focus group discussions, and documentary review, and analyzed using SPSS Version 25 and thematic analysis. The findings showed that demographic factors such as age, sex, marital status and education level contributed to how people took part in projects. Younger and more educated individuals participated more actively. Social factors, including awareness, health conditions, and social networks, also played an essential role in shaping participation. People with good health, stronger networks, and higher awareness levels were more engaged. Economic factors, particularly income, asset ownership, and the nature of employment, made a substantial contribution. People with stable income and resources were able to support projects through labor, materials, and decision-making. However, challenges such as low awareness, gender imbalance, and unequal tight working schedules reduced participation among some groups. The study concludes that meaningful community participation depends on the combined contribution of these demographic, social, and economic factors. It recommends increasing awareness, promoting equality, supporting local leadership, and improving community economic opportunities to strengthen active involvement in education development projects.

Keywords: community participation, education sector development projects, Social factors, including awareness, health conditions, improving community economic opportunities.

Title: DETERMINANTS OF COMMUNITY PARTICIPATION IN EDUCATION SECTOR DEVELOPMENT PROJECTS IN SUMBAWANGA MUNICIPAL COUNCIL, RUKWA REGION- TANZANIA

Author: MAHAMUDU MOHAMEDI

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 231-260

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Website: www.researchpublish.com

Published Date: 27-October-2025

Abstract: This review explores the intersection of equity-centered evaluation and instructional design frameworks as a transformative approach to public program assessment. Traditional policy evaluations often emphasize quantitative performance metrics and cost-effectiveness while neglecting contextual and distributive justice considerations that determine whether programs truly serve all population groups equitably. By integrating instructional design principles such as learner-centered analysis, formative feedback loops, and adaptive alignment policy evaluation can evolve into a more inclusive, participatory, and learning-oriented process. The paper systematically examines models like ADDIE, SAM, and backward design as analogues for developing iterative, feedback-rich evaluation mechanisms in public administration. It argues that instructional design frameworks offer structured methodologies to enhance clarity in goal articulation, ensure multi-stakeholder engagement, and promote reflective redesign of programs based on continuous learning outcomes. Drawing on comparative case studies from education, health, and social policy domains, the review highlights how embedding instructional design logic into policy evaluation fosters responsiveness, transparency, and equity. Ultimately, this study proposes a conceptual synthesis that reframes policy evaluation as a learning system rather than a compliance mechanism emphasizing co-creation, contextual adaptation, and social accountability. This approach repositions policy evaluation as a dynamic process that not only measures effectiveness but also nurtures equitable transformation within public programs.

Keywords: Equity-centered evaluation; Instructional design frameworks; Public policy assessment; Participatory evaluation; Learning-oriented governance.

Title: Equity in Policy Evaluation: Applying Instructional Design Frameworks to Rethink Public Program Assessment

Author: Yinka Samuel Ogunlana

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 214-230

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Website: www.researchpublish.com

Published Date: 27-October-2025

Abstract: This study established the contribution of savings and credit groups (SCGs) to community welfare in Kusini District, Zanzibar with a particular focus on improving income levels among beneficiaries. The study employed a mixed- methods approach using both quantitative and qualitative data collection techniques such as questionnaires, interviews, and focus group discussion from 100 respondents. The study findings reveal that the majority of SCGs members particularly women (91%) actively engage in saving and credit activities which have significantly improved their financial stability and household welfare. More than a half of respondents (56%) have been SCGs members for over four years, demonstrating long term trust and commitment to the groups. The results further show that 94% of members save weekly, while 93% have access to loans which they mainly use to start or expand small business such as food vending and retail trading. About 88% of respondents reported an increase in income after joining SCGs, indicating that the groups serve as an effective mechanism for poverty reduction and economic empowerment. Qualitative findings also highlight improved financial discipline, business growth and household asset acquisition among members. The study concludes that SCGs have been instrumental in enhancing members’ income and living standards in Kusini District. It recommends government and NGOs to strengthen financial support and entrepreneurship training to build capacity and expand capital for sustainability.

Keywords: Savings and Credit Groups, Community Welfare, Income Generation, Asset Ownership, Social Services, Kusini District, Zanzibar.

Title: Beyond Multiculturalism: A Critical Inquiry into Postmodern Models of Social Integration

Author: Soo-Young Jeong

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 204-213

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Website: www.researchpublish.com

Published Date: 24-October-2025

Abstract: This study established the contribution of savings and credit groups (SCGs) to community welfare in Kusini District, Zanzibar with a particular focus on improving income levels among beneficiaries. The study employed a mixed- methods approach using both quantitative and qualitative data collection techniques such as questionnaires, interviews, and focus group discussion from 100 respondents. The study findings reveal that the majority of SCGs members particularly women (91%) actively engage in saving and credit activities which have significantly improved their financial stability and household welfare. More than a half of respondents (56%) have been SCGs members for over four years, demonstrating long term trust and commitment to the groups. The results further show that 94% of members save weekly, while 93% have access to loans which they mainly use to start or expand small business such as food vending and retail trading. About 88% of respondents reported an increase in income after joining SCGs, indicating that the groups serve as an effective mechanism for poverty reduction and economic empowerment. Qualitative findings also highlight improved financial discipline, business growth and household asset acquisition among members. The study concludes that SCGs have been instrumental in enhancing members’ income and living standards in Kusini District. It recommends government and NGOs to strengthen financial support and entrepreneurship training to build capacity and expand capital for sustainability.

Keywords: Savings and Credit Groups, Community Welfare, Income Generation, Asset Ownership, Social Services, Kusini District, Zanzibar.

Title: CONTRIBUTION OF SAVINGS AND CREDIT GROUPS (SCGs) IN IMPROVING INCOME LEVELS OF THE GROUP BENEFICIARIES IN KUSINI DISTRICT, ZANZIBAR

Author: Ibrahim A. Abdalla, Dr. Given M. Msomba, Dr. Frank Philipo

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 193-203

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Published Date: 24-October-2025

Abstract: This study investigates the extent to which the teaching and learning environment shapes the implementation of curriculum reforms in secondary education. The research, grounded in Constructivist Learning Theory and Bronfenbrenner’s Ecological Systems Theory, adopted a qualitative case study design. Data were gathered via questionnaires from 242 participants and semi structured interviews, after piloting the instruments with 10 respondents to establish reliability and validity. Over 85 % of participants reported that continuous professional development improves pedagogical practice, teacher efficacy, inclusive education, and technology integration. Despite gains in learner engagement and comprehension, challenges persist: insufficient training, weak assessment systems, limited resources, and concerns over long term sustainability. Furthermore, infrastructure significantly conditions teaching and learning. Respondents emphasized five dimensions: classroom size; seating arrangements; facility adequacy; technological access; and environmental quality (lighting, ventilation, space). High proportions 95 % for class size; all for seating; 95.4 % for technology; 94.3 % for facility adequacy; 98.8 % for environment indicated these as critical. Taken together, the evidence leads to one critical conclusion: meaningful curriculum reform in secondary schools requires both sustained, context responsive teacher development and well designed, well equipped learning environments. The study recommends that policymakers and stakeholders invest in professional development, modern instructional tools, adequate infrastructure, strengthened assessment frameworks, and robust monitoring to ensure reforms are effective and sustainable.

Key Terms: Curriculum Reforms, Teacher Training, Learning Environment, Instructional Resources, Technology Integration, Student Engagement

Title: A PHILOSOPHICAL INQUIRY INTO THE INFLUENCE OF THE TEACHING AND LEARNING ENVIRONMENT ON CURRICULUM REFORM IN SECONDARY SCHOOLS

Author: Yahya Nyambi, Salvatory Mhando, Peter Masanja

International Journal of Social Science and Humanities Research 

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

Vol. 13, Issue 4, October 2025 - December 2025

Page No: 185-192

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Website: www.researchpublish.com

Published Date: 22-October-2025