Moono Muvombo

Science, Technology, Engineering, Arts and Mathematics (STEM) aspirations have not translated into literacy-rich instruction. This study examined the role of functional literacy in STEM learning in Tanzanian primary schools through teachers' perceptions and practices and students' learning experiences. A convergent parallel mixed-methods design involved 89 teachers and 253 students from 12 schools across six low-performing districts. Data were collected through questionnaires, interviews, focus group discussions, classroom observations, and document analysis. Findings showed that teachers valued functional literacy but demonstrated limited understanding and implementation. Students reported weak classroom support and reliance on self-directed learning. Resource availability emerged as the strongest predictor of STEM learning. The study recommends improving STEM resources, training, and assessment.

This chapter examines the role of parental literacy in caring for children with autism spectrum disorder (ASD) within multicultural contexts. Per the authors, parental literacy extends beyond basic reading ability to include functional, health, digital, and cultural dimensions that shape caregiving practices, early identification, intervention uptake, and engagement with educational and healthcare systems. Drawing on Ecological Systems Theory, Social Constructivist Theory, Family Systems Theory, and Multicultural Frameworks, this chapter analyses how socio-cultural factors, stigma, language, poverty, and institutional conditions influence parental understanding and participation in ASD care. The discussion explores parent–professional communication, inclusive services, policy environments, and digital access to ASD resources, with selected illustrations from contexts such as Zambia. This chapter concludes that strengthening parental literacy is important for equitable outcomes, family empowerment, and culturally responsive ASD care across diverse settings.

This chapter describes the potential of emotionally supportive artificial intelligence (AI) tools to complement traditional student support services in universities in Africa. International students in African higher education universities face intersecting academic, social, cultural and emotional disablers that prevailing support systems every so often struggle to overcome. Basing on affective computing, social support theory and culturally responsive pedagogy, the chapter suggests a context-sensitive AI design framework custom-made to African realities. It cross-examines global innovations, identifies regional gaps and promotes ethical, culturally grounded design principles. The chapter offers a practical and theoretical approach to improving international students' well-being, belonging and pliability through accountable AI integration in African higher education.

This chapter explores students with learning disabilities in higher learning institutions, uncovering challenges and opportunities they encounter. Through utilizing a systematic review methodology, it compounds findings from 26 relevant studies identified through a rigorous screening process of academic databases and registers. It emphasizes the active role of students in constructing knowledge through their unique experiences and interactions. Grounded in Vygotsky's (1978) Sociocultural Theory, it explores how social interactions and cultural contexts influence learning experiences of students with disabilities. It also reveals varying barriers to inclusive education, inadequate resources, lack of trained personnel, societal stigma and insufficient policy implementation. In more relatable outcomes, the chapter highlights successful community-based initiatives and positive impact of supportive services on students' academic and psychosocial well-being. The chapter concludes that while there are notable efforts towards inclusive education in Zambia, substantial challenges remain.

Background of Study: Inclusive education is a growing priority in Zambia, yet many teacher education programs rely on a single special education course to prepare teachers for inclusive classrooms. This raises concerns about the sufficiency of such training in equipping educators with the necessary competencies. Aims and Scope of Paper: This study aims to critically evaluate the effectiveness of a one-course special education module in preparing both pre-service and in-service teachers for inclusive classroom settings in Zambia. It explores the perceptions and lived experiences of teachers undergoing this training. Methods: Guided by Vygotsky’s Sociocultural Theory and a pragmatic philosophical stance, the study adopted an interpretive phenomenological design with a qualitative approach. Data were collected through semi-structured interviews and focus group discussions with 10 student teachers and 5 practicing teachers, selected purposively. Thematic analysis was used to analyze the data. Results: Findings reveal that while the course provides basic conceptual understanding of inclusive education, it falls short in areas such as practical application, mentorship, and continuous professional development. Participants expressed a lack of preparedness in handling the complexities of inclusive classrooms. Conclusion: The study concludes that a single-course model is inadequate for preparing teachers for inclusive education. It recommends comprehensive reform in teacher education programs, including longitudinal training, integration of assistive technology, and structured mentorship to enhance teacher readiness and align training with inclusive education goals.