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Published:
Feb 28, 2026DOI:
10.4314/bdje.v26i1.1Keywords:
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Main Article Content
The integration among Policy, Curriculum, and Classroom Practice in Ethiopian Education: Emerging Evidence for Improving Student Learning
Getu Shiferaw Wolle
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.
