EDUMALSYS Journal of Research in Education Management

Definition of Technologies: Interconnection between Information, Educational and Production Technologies

Rakhimov Oktyabr Dustkabilovich — 2026-05-24

This article examines the conceptual definitions of technology and clarifies related concepts, including technological cluster, technological park, and technology transfer. It further substantiates the distinction between bulk technology and nanotechnology and provides a substantive analysis of production, pedagogical, and information technologies. Drawing on theoretical analysis, the article reviews definitions of pedagogical technology proposed by foreign and local scholars and formulates an authorial definition of pedagogical technology. The findings establish fundamental interconnections among production, information, and pedagogical technologies, demonstrating that these domains are not isolated but mutually reinforcing within broader technological development. The article concludes that a clearer conceptual understanding of technology and its related categories is essential for explaining how different technological domains interact and contribute to educational, informational, and production processes. This study contributes to technology and education literature by systematizing key technological concepts and offering a theoretical basis for understanding the interrelationship between production, information, and pedagogical technologies.

Keywords: Technology; Technological Cluster; Technology Transfer; Pedagogical Technology; Information Technology

Transnational Education and Its Place in the Uzbekistan Education System

Rakhimov Oktyabr Dustkabilovich — 2026-05-24

Transnational education has become an important mechanism for expanding access to internationally oriented higher education and strengthening the quality and competitiveness of national education systems. This article aims to elucidate the essence, goals, and objectives of transnational education, examine the conditions required for implementing transnational education programs, and analyze issues related to quality assurance and development within the framework of transnational education. The article also substantiates the legal foundations for the development of transnational education in Uzbekistan, analyzes the achievements and shortcomings observed to date, and outlines the main directions for its further advancement. The discussion highlights that effective implementation of transnational education requires clear regulatory support, quality assurance mechanisms, alignment with educational standards, and cooperation between provider universities and local institutions. The article concludes that strengthening the legal, institutional, and accreditation frameworks for transnational education is essential for improving program quality, ensuring accountability, and supporting the sustainable development of higher education in Uzbekistan. This study contributes to the literature on internationalization and higher education policy by clarifying the conceptual, legal, and quality assurance dimensions of transnational education in the Uzbek context.

Innovative Administrative Practices and the Quality of Secondary Education in Aba, Abia State, Nigeria: A Mixed-Methods Study

Chukwuma Victoria Azuka — 2026-07-27

Weak administrative capacity remains a major factor contributing to the persistent decline in the quality of secondary education across urban South-Eastern Nigeria, underscoring the need for empirical investigation grounded in local realities. Drawing on Bolman and Deal’s four-frame organizational model, Creemers and Kyriakides’ dynamic model of educational effectiveness, and Rogers’ diffusion of innovations theory, this study examines the relationship between innovative administrative practices and educational quality in 12 public secondary schools in Aba, Abia State, Nigeria. A mixed-methods design was employed, integrating quantitative data from 240 teachers and administrators with qualitative data obtained through 15 semi-structured interviews with principals and vice principals from the same schools. The findings indicate a moderate-to-high level of adoption of innovative administrative practices (M = 3.62, SD = 0.74). These practices were strongly and positively correlated with educational quality (r = .68, p < .01) and explained 55% of its variance (R² = .55) after controlling for school performance and school size. Participatory leadership, digital integration, and data-driven decision-making emerged as the principal drivers of educational quality, although their implementation was constrained by limited resources and policy inconsistencies. The study concludes that innovative administrative practices are essential for strengthening school effectiveness and improving secondary education quality. These findings contribute empirical evidence on administrative innovation in resource-constrained educational settings and highlight the need for targeted leadership development and stronger institutional support in Abia State and comparable contexts.

Formative Assessment Practices of Junior Secondary School Teachers in Maiduguri Metropolis, Borno State, Nigeria

Fati Shettima Abani — 2026-07-27

Effective formative assessment is essential for monitoring learning progress, improving instructional decisions, and providing students with timely feedback; however, evidence regarding teachers’ implementation of formative assessment in junior secondary schools remains limited in Maiduguri Metropolis, Borno State, Nigeria. This study examines how junior secondary school teachers plan formative assessments, implement assessment methods and procedures, and provide feedback on students’ performance. A descriptive survey design was employed, with a population of 1,567 junior secondary school teachers and a sample of 157 respondents selected through simple random sampling. Data were collected using the researchers-developed Junior Secondary School Teachers’ Formative Assessment Practices Questionnaire, which demonstrated acceptable internal consistency (Cronbach’s α = .78) and used a five-point response scale ranging from always to never. Descriptive statistics comprising means and standard deviations were used to answer the research questions. The findings indicate that teachers plan formative assessments by aligning assessment tasks with learning outcomes and taught content and by considering the six cognitive levels of Bloom’s taxonomy. Teachers commonly administer written classroom assessments, design tasks that enable high levels of student achievement, and provide whole-class face-to-face feedback, immediate feedback during task completion, and written comments on assessed work. Nevertheless, teachers rarely sample assessment tasks across all curriculum themes, involve students in group projects, or provide feedback after every formative assessment. The study concludes that although teachers demonstrate several appropriate formative assessment practices, important gaps remain in curriculum coverage, collaborative assessment, and feedback consistency. These findings provide empirical guidance for improving classroom assessment practices and support the recommendation that the Borno State Ministry of Education provide further training and assessment-related professional development for junior secondary school teachers.