Journal of Advanced Education and Sciences

Integrating pre-vocational education to promote identity development in adolescents: An exploration of Erikson's theory

Kehungyile Putlang — 2026-09-03

This present study is about the relationship between Erikson’s Identity vs. Role Confusion stage and pre-vocational education at the middle school level, specifically evaluating how pre-vocational programmes can support identity development among adolescents. The Identity vs. Role Confusion stage, which lasts from 12 to 18 years of age, is marked by an examination of one's own identity and role. According to research, pre-vocational education which instils practical skills and career-oriented learning is essential for promoting the development of identities because it gives adolescents the chance to experiment with different roles, interests, and skills. According to the literature, students who participate in skill-based learning gain a better understanding of who they are since these experiences give them important information about their interests, strengths, and potential career paths. Psychological development focusing on identity development shows that pre-vocational programmes that integrate Indigenous crafts like crafting and weaving can strengthen cultural pride and identity. Among the psychological theories that affect development in the adolescence period, Erikson’s framework is particularly applicable to guiding pre-vocational education, as it addresses both the social importance of occupational exploration and the psychological need for self-definition. This review emphasises how pre-vocational education can meet the psychological needs of middle-stage students by including culturally relevant and practical skills. Such integration provides a comprehensive strategy that promotes cultural connectedness and self-assurance, which reduces uncertainty about roles and improves the development of adolescent identities. Overall, pre-vocational education proves to be an essential means of fostering identity development throughout this important stage of adolescence.

Taxonomic identification and documentation of polyherbal antidiabetic herbal formulations used by traditional herbalists in North Rift region, Kenya

Shikanga Kizito — 2026-09-09

Traditional herbalists in Kenya's North Rift region extensively use polyherbal formulations to manage diabetes mellitus, yet scientific documentation and taxonomic authentication of the constituent medicinal plant species remain limited. This study aimed to identify and document polyherbal antidiabetic formulations used by traditional herbalists in the North Rift region of Kenya. A cross-sectional ethnobotanical survey involving purposively selected experienced herbalists was conducted using semi-structured interviews, guided field walks, direct observation, and plant specimen collection. Collected specimens were authenticated through standard taxonomic procedures using morphological characters, herbarium reference collections, and international botanical databases, with voucher specimens deposited at the University of Eldoret Herbarium. Five commonly used polyherbal antidiabetic formulations comprising twenty-two medicinal plant species belonging to fourteen plant families were documented from Uasin Gishu, West Pokot, Timboroa, and Marakwet. Frequently recorded species included Conyza schimperi, Conyza hypoleuca, Leonotis nepetifolia, and Croton macrostachyus. Leaves, bark, roots, shoots, and tubers constituted the principal plant parts utilized in the formulations. Botanical authentication confirmed the identity of all documented species, reducing the risk of misidentification and adulteration. The study provides a scientifically validated inventory of indigenous antidiabetic medicinal plants that forms a valuable foundation for future phytochemical, pharmacological, quality assurance, conservation, and drug development research in Kenya.

Availability of digital simulation resources for teaching abstract biology concepts in public secondary schools in Baringo North Sub-County, Kenya

Tallam Kiprono Wilfred — 2026-09-09

Despite the growing integration of digital technologies in education, inadequate access to appropriate digital resources may constrain the teaching of abstract Biology concepts involving processes that are difficult to observe directly. This study investigated the availability of digital simulation resources for teaching abstract Biology concepts in public secondary schools. The study adopted a descriptive survey research design. The target population comprised 50 teachers of Biology and 5,894 Form Three learners in public secondary schools in Baringo North Sub-County, Kenya. A sample of 45 Biology teachers and 350 Form Three learners participated in the study. Data were collected using a teachers’ questionnaire and an observation checklist. Quantitative data were analyzed using SPSS Version 27. Descriptive statistics, including frequencies, percentages, means and standard deviations, were used to summarize the data, while a one-sample chi-square goodness-of-fit test determined whether observed availability differed significantly from the expected 50.0% distribution. The findings indicated that digital simulation resources were moderately available, with 60.0% of the observed resource indicators available. This proportion was significantly higher than the expected 50.0%, χ²(1) = 36.00, p < .001. However, important gaps persisted in Biology-specific simulation software, curriculum-aligned digital content, adequate computers, learner access, backup power, ICT technical support and classroom utilization of digital simulations. The study concluded that effective integration requires more than basic ICT infrastructure and recommends strengthening access to functional devices, curriculum-aligned simulations, technical support, reliable power and continuous teacher training to promote equitable and sustained use of digital simulations in teaching abstract Biology concepts.

Islamic educational values in Ustadz Das’ad Latif’s preaching on social media: A study of content analysis and the perceptions of generation Z in Salakan city

Muhammad Amin — 2026-09-11

This study examines Islamic educational values within Ustadz Das’ad Latif’s da’wah (Islamic preaching) on social media, by addressing the following questions; what forms do Islamic educational values take in Ustadz Das’ad Latif’s da’wah content and how does Generation Z perceive the Islamic educational values found in Ustadz Das’ad Latif’s da’wah content on social media? This study employed a qualitative research method, utilizing content analysis, in-depth interviews, and document analysis. The data were analyzed through data reduction, data presentation, data verification, and conclusion drawing. The results of the study indicate that ustadz Das’ad Latif’s preaching embodies Islamic educational values predominantly concerning aqidah (faith), ibadah (worship), and akhlaq (morality), as well as values related to character education and social concern. These values are conveyed through calls to believe in Allah SWT, perform acts of worship, honor one’s parents, cultivate noble character, and care for others, the environment, and society at large. His communicative and humorous delivery style, incorporating analogies, personal experiences, and real-life examples, makes the message easier to understand and accept. Ustadz Das’ad Latif’s preaching method implements the three approaches outlined in Islamic preaching, such as wisdom, good counsel, and reasoning, in the best manner. These methods are applied in an integrated fashion through humor, advice, motivation, rhetorical questions, comparisons, and arguments relating to everyday life issues. Generation Z holds a positive yet critical perception of ustadz Das’ad Latif’s preaching content on YouTube. The content is viewed as engaging, accessible, relevant, and beneficial for providing knowledge and motivation, as well as encouraging self-improvement and positive social engagement. As such, YouTube holds potential as a medium for dakwah targeting Generation Z, although factors such as information credibility, the appropriateness of humor, video duration, and source verification remain important considerations. Thus, the success of digital dakwah depends not only on the substance of the message but also on the ability to package it in a way that is relevant, communicative, and engaging, while remaining consistent with Islamic values.

The role of character education in shaping the digital ethics of students at State Islamic Junior High School

Muh. Reza Tahimu — 2026-09-14

This study aims to investigate the role of character education in shaping students' digital ethics at State Islamic Junior High School. This study uses qualitative methods. In qualitative research, theory serves only as a guide for data gathering and analysis. The data were collected through direct observation, in-depth interviews, and written document analysis at the research site. The research was conducted in an Islamic junior high school in Palu city, Indonesia. The researcher chose the school because the school is a reputable government school that implements policies on digital ethics, which are relevant to Islamic education. The results of this study show that character education plays a fundamental role in shaping students' digital ethics. This role is not fulfilled through a single program or specific activity, but rather through a character education ecosystem that integrates the school policies, curriculum, instruction, school culture, teacher role-modeling, guidance and counseling services, and student participation. All these components function as interconnected mechanisms in the process of internalizing character values among students. At the institutional level, character education is reinforced through policies and programs that position character building as an integral part of educational goals. At the curriculum and instructional levels, character values are integrated into the learning process particularly within Islamic Religious Education by linking lessons on ethics and moral conduct to students' real-life issues, including their use of digital media and technology.