International Journal of Global Community

Attitudinal Experiences in Implementing Inclusive Education: A phenomenological Study on Special Education Teachers of Regular Primary Schools at Sebeta Town in Ethiopia

Reta Kumsa — 2026-06-29

The aim of this study is to investigate the meaning of attitudinal experiences of implementation of inclusive education on six special education teachers teaching in the ordinary classrooms of two regular primary schools at Sebeta Town in Oromia Region. It is a phenomenological hermeneutic qualitative research design. Semi-structured interviews were used to collect data. Teachers who are licensed in both regular and special needs education (SNE) teaching professions were selected purposively. Thematic analysis was employed and four themes emerged. The major findings show that all teachers have strongly believed in teaching of all children in the ordinary classrooms. Attitudes in its collective sense and the cognitive and affective domains for all teachers have been positive but for the behavioral domains negative attitude is also present. The teachers had better positive attitudes during teacher education than during teaching. The positive attitudes of teachers declined in the schools by negative factors. Special needs and inclusive education (SNIE) courses had played the most important roles in developing positive attitudes during teacher education. But the negative attitudes towards SNIE from school principals and educational administrators had major contributions in reducing the positive attitudes of teachers during teaching. The readiness of SNE teachers to implement IE when teaching the subjects independently in ordinary classrooms is too weak. Barriers affecting negatively the positive attitudes of the teachers need to be alleviated by the stakeholders. Attitudinal training should be designed focusing on their three levels by giving due attention to its behavioral level.

Lived Experiences of Bemba Catholics Living With Dual Religiosity of African Indigenous Religion and Christianity In Muchinga Province of Zambia

Armstrong Chanda — 2026-06-29

The study sought to understand the lived experiences of Bemba Catholics in Zambia, Muchinga Province, as they negotiate dual religiosity by mixing African Indigenous Religions (AIR) with Catholicism. Such a blending of worldviews (dual religiosity) often concerns the acceptance of traditional beliefs and rituals that sometimes conflict with Christian doctrine, posing unique challenges to individuals trying to honour both identities. Nevertheless, such experiences have not received much attention in academia. A sample size of 20 Bemba Catholics was used. In-depth interviews, focus group discussions, and observation were engaged. The study employed a hermeneutic phenomenological approach and Van Manem’s hermeneutic thematic reflection for data analysis. The study has revealed that Bemba Catholics in Muchinga Province have a wide range of lived experiences of dual religiosity, including ethno-religious experiences such as cultural identity, personal identity, cultural heritage and community subtleties. Bemba Catholics have psychosocial and emotional experiences, which include struggles with dual allegiance, community undercurrents, a complex belief system of duality, challenges, resilience, and confusion. Nevertheless, Bemba Catholics find dual religiosity to strengthen their cultural identity and allows Bemba Catholics to preserve their cultural heritage. The study concludes that of Bemba Catholics lived reality consists of cultural adaptation, spiritual search, and social engagement, all entwined to make a meaningful synthesis of their cultural heritage and Catholic faith. The study contributes to substantiating an understanding of faith and cultural identity in Africa, as African Christians continuously negotiate between traditional practices and Christian beliefs.

Digital Readiness Without Digital Infrastructure: Unpacking the Paradox of E-Learning Acceptance Among Primary School Teachers in Pakistan

Mahnoor Munazza — 2026-06-29

This study examined the challenges and determinants of e‑learning acceptance among primary school teachers in Bahawalpur Tehsil, Punjab, Pakistan, while also capturing student perspectives on digital engagement and online learning challenges. A cross‑sectional survey design was employed with a near‑census sample of 130 teachers (97.7% of the population) and 400 students from public primary schools. Structured questionnaires assessed digital readiness, perceived usefulness, institutional support, infrastructure readiness, e‑learning acceptance, student digital engagement, technical competency, and online challenges. Data were analysed using exploratory factor analysis, correlation, and multiple regression. Results revealed a striking discrepancy: teachers reported very high digital readiness (M = 4.89) and e‑learning acceptance (M = 4.93), yet infrastructure readiness was rated extremely low (M = 1.03). Digital readiness emerged as the strongest predictor of e‑learning acceptance (β = 0.36, p < .001), while institutional support and infrastructure readiness did not significantly predict acceptance. Student engagement was high, but challenges related to attention, fatigue, and device limitations were prevalent. The urban–rural gap in teacher readiness was not statistically significant, though rural teachers showed greater variability. These findings underscore that in resource‑constrained settings, teachers’ individual digital competence is the primary driver of e‑learning adoption. Policy efforts should prioritise sustained, practice‑based professional development alongside infrastructural improvements to enable sustainable technology integration at the primary level.

Contesting Social Norms: The Transformation of Elopement Perception in Chitral

Rishma Karim — 2026-06-30

Elopement has traditionally been regarded as a violation of family honor and social norms in many conservative societies, including Chitral, Pakistan. However, recent social and cultural transformations have challenged these long-standing perceptions, particularly among younger generations. This study explores the changing community perceptions of elopement in Upper Chitral and identifies the factors contributing to its growing acceptance. A descriptive qualitative research design was employed, with data collected through three gender-inclusive focus group discussions involving 17 purposively selected community elders aged 50 years and above. The discussions were audio-recorded, transcribed verbatim, and analyzed using Braun and Clarke’s six-step thematic analysis framework. The findings reveal four interrelated themes. The study demonstrates that elopement is increasingly viewed by younger generations as an expression of personal autonomy and romantic choice rather than a source of social disgrace. The study concludes that Chitral is undergoing a gradual but uneven transformation in marital norms, reflecting broader tensions between collective cultural traditions and individual autonomy. These findings contribute to sociological debates on changing family institutions, gender relations, and the impact of modernization in culturally conservative communities, while offering insights for future research on marriage practices and social change in similar contexts.

Interfaith Dialogue in Islamic Thought: A Catalyst for Social Cohesion and Peacebuilding

Makkiah Nabi Bakhsh — 2026-06-30

Religious diversity has become a defining feature of contemporary societies, requiring approaches that move beyond passive tolerance toward meaningful interaction, cooperation, and shared responsibility. While diversity provides opportunities for cultural enrichment and social development, inadequate understanding among religious communities may contribute to prejudice, social fragmentation, and conflict. Interfaith dialogue has emerged as a significant peacebuilding strategy that encourages communication, mutual recognition, and cooperative relationships among different faith communities. This review examines interfaith dialogue as a catalyst for social cohesion and peacebuilding from an Islamic educational perspective, with particular attention to pluralistic Muslim societies such as Pakistan. Using a narrative review approach, the article synthesizes existing scholarship on Islamic education, interreligious engagement, peace education, and social cohesion. The analysis highlights that Islamic educational concepts such as Ta‘āruf (mutual understanding), Adl (justice), Rahmah (mercy), and Ihsan (ethical excellence) provide a strong moral foundation for respectful engagement with religious diversity. The reviewed literature suggests that effective dialogue requires not only theological understanding but also educational structures that develop empathy, ethical citizenship, and collaborative problem-solving. The review argues that Islamic education can contribute to sustainable peace by integrating moral development, critical understanding, and community engagement. Educational institutions, religious scholars, and civil society organizations have significant roles in transforming religious diversity into a source of cooperation rather than division. The article proposes an integrated Islamic educational model linking knowledge, ethical values, dialogue, and social action as pathways toward social cohesion. This study contributes to contemporary discussions by positioning interfaith dialogue not merely as conflict management but as an educational process for building peaceful plural societies.