Print ISSN: 2707-3939 | Online ISSN: 2707-3947
Title DOI: https://doi.org/10.37284/2707-3947
The East African Journal of Education Studies (abbreviated as EAJES) is a peer-reviewed journal that focuses on advancing education studies and practices across the globe by documenting and disseminating researches within the scope. The journal places a keen interest in how education is carried out at an institutional level. Articles ranging from early childhood development to postgraduate university education and curriculum development are publishable in this journal.
PUBLISHER:
East African Nature and Science Organization,
P. O. Box 3975 - 00100, Nairobi, Kenya.
Published:
1 January, 2026
Articles
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Teacher Professional Development and the Quality of the Methods of Teaching Science Education in Uganda
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Impediments to Collaborative Research Productivity: Insights from University Academics in Tanzania
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AI-TPACK Competence and Pedagogical Knowledge Gaps Among Preservice Luganda Language Teachers: A Baseline Assessment in Ugandan Teacher Education
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Challenges and Strategic Interventions for Implementing the Geography Competence-Based Curriculum in Secondary Schools in Luweero District, Uganda
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Enhancing Scholarly Writing and Research among Graduate Students in Selected Public Universities in Uganda
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Aligning the Scientific Method and the University to Industry 4.0 and Incoming Industry 5.0: Seven Unique Dimensions
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The Contributions of Community-Based Rehabilitation Services on Inclusive Education in Secondary Schools that Enrol Learners with Hearing Impairment in Tanzania
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Challenges in Teaching English Essay Writing to Secondary School Students: A Case Study of G.S. Karambo in Karongi District
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Evaluation of the Effectiveness and Student Challenges of Bridging Course Programs: A Comparison with Direct Entry Pathways
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An Evaluation of Instructional Strategies Used by Geography Teachers in Implementing the Geography Competence-based Curriculum in Secondary Schools in Luweero District, Uganda
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Understanding Chinese Language Program and Student Enrollment Decisions in Secondary Schools in Uganda: A Case of Kawempe Division
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Head Teachers’ Perspectives on Children’s Transition from Pre-Primary to Primary School in Tanzania
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Enhancing Student Creative Thinking through Active Learning: Evidence from BAGPS Students at the Muslim University of Morogoro, Tanzania
