Full Issue

Abstract

In this issue, the Bahir Dar Journal of Education features studies that
examine the intersections of educational policy, curriculum, teacher
practice, and student learning outcomes in Ethiopia. The articles
address key issues, including the alignment between constitutional
and education policy provisions on language use, the integration of
information and communication technologies in teacher education,
and the role of core instructional practices in promoting early-grade
literacy. Additional contributions investigate the quality and
problem-solving orientation of science textbooks, the application of
motivational and engagement theories in science and mathematics
classrooms, and the effects of innovative pedagogies—such as
problem-based scenarios and guided discovery—on students’ critical
thinking, motivation, and achievement. Collectively, the studies
highlight the need for coherence between policy and classroom
practice, the use of evidence-based instructional strategies, and
contextually responsive curriculum development. The findings
affirm that student success depends not only on sound policies and
resources but also on their effective implementation in everyday
teaching.
ARTICLE HISTORY
Received: 22 December, 2025
Accepted: 29 December, 2025
KEYWORDS
Educational policy
alignment; Curriculum
design; Instructional
practice; Sciences and
mathematics education;
Students’ performance
Introduct