









































Ndemanu, M. & Coronel-Molina, S.. Global Journal of  
Transformative Education (2024) Vol 4   
DOI  10.14434/gjte.v4i1.38829

Open Access

Published by the Global Insitutute of Transformative Education (http://www.gite.education)
© Ndemanu & Coronel-Molina. 2024. Open Access This journal is distributed under the terms of the Creative Commons 
Attribution NonCommercial NonDerivative 4.0 International License (http://creativecommons.org/licenses/by-nc-nd/4.0/), 
which permits unrestricted use, distribution, and reproduction without revision in any non-commercial medium, provided 
you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license,

Transformative Education for Innovative Educational Practices: 
Fourth Volume of the Global Journal of Transformative Education

Michael Ndemanu1 and Serafín Coronel-Molina2

Full listing of authors and contacts can be 
found at the end of this article.

The Global Journal of Transformative Education 
(GJTE) is an open-source, peer-reviewed journal de-
signed to share educational research and practical 
classroom applications germane to transformative edu-
cation worldwide. GJTE publishes academic articles on 
high-impact practices in the broad areas of pedagogy, 
curriculum, educational management and leadership, 
learning environment, educational policy, instruction-
al materials, and reviews of educational resources 
that support transformative teaching and learning in 
PK-20 institutions and in adult education programs. 
GJTE is focused on sharing educational research and 
research-based practices with all stakeholders in the 
design and implementation of transformative edu-
cation. Articles are offered as resources for teacher 
educators, teachers, school leaders, policymakers, civil 
society, students, and researchers. Content may include 
research articles, lesson plan ideas, assessments and 
management strategies, book reviews, and discussions 
about curriculum and connections between schools and 
communities that are geared toward maximizing educa-
tional outcomes for learners. It is becoming increas-
ingly clear that traditional educational models are no 
longer sufficient to benefit vast sectors of the world’s 
population, hence the need for new transformative ed-
ucation models. It will take transformative research to 
light the way to these new educational paradigms.

A good number of the articles published in this 
fourth volume of GJTE were initially reviewed and ac-
cepted for presentation at the 2023 World Conference 
on Transformative Education (WCTE) at the University 
of Cape Coast, in Cape Coast, Ghana, under the theme, 
“The Future of Africa and the Role of Transformative 
Education.” A call for papers was sent to conference 

participants to submit their manuscripts to be consid-
ered for publication in the fourth volume of GJTE. All 
the submissions underwent a rigorous double-blind 
peer-reviewed process prior to being accepted for 
publication. Out of several manuscripts submitted, 
eight were found to meet the standards and rigors of 
transformative education ideals as enunciated on our 
website, www.gite.education.

This volume is composed of nine articles that delve 
into transformative education from multiple perspec-
tives. They focus on diverse topics such as profession-
alization of higher education programs, decoloniza-
tion, communication competency, STEM teaching, and 
E-learning. The articles included in this volume cover 
the following five geographical locations: Cameroon, 
Ghana, Nigeria, South Africa, and the United States. The 
contributions are relevant to scholars, educators, prac-
titioners, educational policymakers, graduate students, 
governmental and nongovernmental organizations, aca-
demic institutions, and grassroots organizations inter-
ested in transformative education across the globe. 

The first article, titled “The Role of Ethics Education 
in the Fight Against Corruption,” is authored by Ndiku 
et al. Their paper examines the place of ethics educa-
tion in secondary school education to curb corruption 
in Africa. Guided by the Deontological Theory, the 
authors utilized secondary sources through document 
analysis where review of related literature on ethics ed-
ucation and corruption was done. The study argues that 
corruption is a major problem in society and concludes 
that there is need to fight corruption through ethics 
education at grassroot levels beginning with schools. It 
recommends that educators enhance the teaching of life 
skill education that fosters ethics. The second article, 

1



Ndemanu & Coronel-Molina, Transformative Education for Innovative Educational Practices 2

“Market Orientation for a Contextualized Profession-
alization of Higher Education in Africa: State of Art” by 
Kamdjo et al. focuses on the concept of market orien-
tation in higher education and how it can be used to 
achieve goals of contextualized professionalization of 
university programs. They argue that the implemen-
tation of a market-oriented culture can pave a way for 
higher education to offer a response adapted to the 
expectations of society through five points summarized 
as: orientation toward policymakers, enterprises orien-
tation, competition orientation, teachers and students’ 
orientation, and inter-functional coordination. Con-
treras and Bedford co-authored the third article, titled 
“The Transformative Nature of Graduate Education.” 
This is a reflective paper on the transformative expe-
rience of a doctoral education. It explores Transfor-
mational Learning Theory in the real world, providing 
helpful strategies to apply the theory to the doctoral ed-
ucation experience to help doctoral students embrace 
their own transformation. In the third article, Kouam, 
in his contribution, titled “English as Foreign Language 
(EFL) Teaching and Learning in Cameroon: Decoloniz-
ing Francophone Teachers’ Minds,” argues that Fran-
cophone EFL (English as Foreign Language) teachers’ 
mindset needs to be decolonized so that they can teach 
the mainstream Cameroonian English to Cameroonian 
students without trying to sound British or American. 
His findings and recommendations also constitute a 
good material for innovation in EFL teacher educa-
tion and classroom practice. Considering most African 
students learn in a language that is not their mother 
tongue, McGhie & Reis, in “Translations as a Transfor-
mative Form of Language Support to English Additional 
Language Speaking Students at a South African Univer-
sity,” conducted a pilot study on an innovative trans-
lation intervention to students in a historically Black 
university in South Africa. Their findings show that the 
translations in the students’ home languages assisted 
the students in comprehending the instructions and 
course content. In so doing, it levelled the playing field 
and enabled the students to perform optimally, result-
ing in an increased pass rate in the subject.

Strong and Amodei, in their article, “The Impact of 
Story: One Preschool’s Experience using Story Cubes as 
a Culturally Relevant Oral Language Strategy,” posit that 

storytelling is a universal practice which can be traced 
back to the beginning of human existence. Their article 
describes a study conducted at a trilingual preschool. 
Four preschool teachers and 60 PreK students ages 3-5 
years participated in the study designed to explore the 
use of story cubes in their classrooms as a culturally re-
sponsive and reflective strategy. In “The Transformative 
Development Potential of Higher Education in the 4th 
Industrial Revolution,” Bafon, et al. discuss the sustain-
ability of socio-economic development of Cameroon 
which requires a robust national and regional innova-
tion ecosystem in which higher education plays an im-
portant role in value and wealth creation. They assert 
that the transformative potential of higher education is 
evident through development of technological knowl-
edge networks, innovation/knowledge clusters, and 
transformative digital governance in enhancing trans-
formative learning. They recommend that higher edu-
cation institutional leadership should consider these 
transformative development indicators as institutional 
benchmarks for higher education quality assurance, 
responsiveness assessments, and governance practices.

Amadiok et al. in their article, “Students’ Use Be-
haviors of E-Learning Management Systems in Gha-
naian Public Universities: What Do the Demographics 
Say?,” advocate for an intense training for students who 
underutilize e-learning management systems. In their 
study, they found that social science majors and female 
students in Ghana’s public universities showed low 
use behavior of e-LMS. They recommended that female 
students, in particular, and social science students, in 
general, should undergo enhanced training on using 
the e-LMS platform. In “Transitioning Hands-On STEM 
Teacher Training in Ghana from an In-Person to On-
line Modality,” Hanson and Beem discuss how, during 
COVID-19, in-person training content was converted 
into videos and PowerPoint presentations accessed 
asynchronously together with synchronous Zoom ses-
sions for discussions. Their findings show that teacher 
confidence and views about the feasibility of imple-
menting hands-on activities increased with statistical 
significance and large effect size for both in-person 
and online training offerings. Hence, even with mini-
mal technology, teachers across Africa could be trained 
online and experience meaningful learning. 

Global Journal of Transformative Education (2024) Vol 4



3

Invitation to Prospective Authors
We invite authors keen on transformative education 

from all walks of life to consider GJTE as an avenue for 
disseminating their ideas germane to curriculum and 
teaching. GJTE accepts submissions for its Open Call, 
with no deadlines for submissions and no publishing 
fees for authors. The journal’s website includes Author 
Guidelines to help prospective authors with formatting 
specifications, and an online Submissions System to 
help with the submission, review and editing process. 
New authors are invited to register in the system. GJTE 
also invites readers to join our Editorial Board of Re-
viewers by selecting the “reviewer” role and indicating 
content expertise in their user profiles.

Acknowledgments
The Global Journal of Transformative Education 

(GJTE) is a singular publication venue. Despite the time 
and effort invested in the conceptualization, develop-
ment, implementation, production, and publication of 
this fourth volume, we could not have done all this by 
ourselves. The publication of this volume is the result of 
the hard work and dedication of many people. First of 

all, our profound gratitude goes to the Global Institute 
for Transformative Education (GITE) and its founding 
members for their sustained sponsorship to make this 
volume happen. We are deeply thankful to Tom J. McCo-
nnell, Managing Editor; Luis Eduardo Orozco, Assistant 
Managing Editor; and Isaac Galyon, Assistant Editor, 
who provided us with invaluable assistance in their 
respective roles, taking care of the daily operations of 
GJTE. 

Our heartfelt thanks also go to the Assistant Editors, 
Christina Cooper and Emma Bonham for copy-editing 
the revised submissions. We are also grateful to our col-
leagues who serve on the Editorial Board of Reviewers, 
as well as to institutions, friends, colleagues, and social 
media networks from around the world for their help in 
publicizing the GJTE website and Facebook page widely. 

Last but not least, we would like to thank all the 
contributors to this fourth volume for choosing GJTE to 
publish their work. Many thanks to IUScholarswork for 
hosting GJTE’s website. Without the generous assis-
tance and contribution of all these great people and 
institutions, GJTE would never have become a reality.

1 Michael Ndemanu (mtndemanu@bsu.edu) is an 
Associate Professor in the Department of Educational 
Studies at Ball State University, Muncie, Indiana, USA.

2 Serafín Coronel-Molina (scoronel@indiana.edu) is the 
Director of the Center for Latin American and Caribbean 
Studies and a Professor in the School of Education at 
Indiana University, Bloomington, Indiana, USA.

Authors

Ndemanu & Coronel-Molina, Transformative Education for Innovative Educational Practices


