INNOVATION FOR INCLUSION – 2-3 October 2024 – University of Seychelles

JOURNAL INFORMATION

Seychelles Research Journal is published twice a year, in February and August. The aim of this online, open access journal is to demonstrate the vibrancy of research in and about Seychelles. Boundaries are drawn loosely to include comparable issues elsewhere in the western Indian Ocean and in small island states further afield.

Information on how to submit proposed articles and on the refereeing process is explained elsewhere in the website. New proposals are always encouraged.

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Editor:  Dennis Hardy

Guest Editor: Mats Deutschmann

Deputy Editor/Web Design:  Jane Woolfenden

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This is a publication of the University of Seychelles http://www.unisey.ac.sc

The views and opinions represented in this publication are not necessarily those of the institutions to which the authors and/or advisers are affiliated and, additionally, should not be attributed to the publisher.

©2025 – Seychelles Research Journal, The University of Seychelles.

Cover photograph © Jane Woolfenden

ISSN 1659-7435

CONTENTS

♦  EDITORIAL

Read the editorial here: Editorial-Seychelles_Research_Journal-Volume_7-Special_Conference_Issue

♦  ARTICLES

Getting Rid of ‘Either Or’ in Processes of Digitalization and De-Digitalization of Schools? The Digital Pencil as Boundary Object   ♦ Page 7 ♦

Anders Björkvall and Ida Melander

Globally, the degree to which educational practices have been digitalized varies significantly. Many countries in sub-Saharan Africa, including Seychelles, are beginning to integrate digital tools into their educational systems and developing ICT (Information and Communication Technology) policies. Sweden, on the other hand, has experienced extensive digitalization of education for many years, and is already in a state of politically driven de-digitalization. This article argues that there are conclusions to be drawn from the massive digitalization and subsequent de-digitalization of education in Sweden that may be relevant for digitalization policies in sub-Saharan African contexts where such policies can still be adjusted in order to avoid sharp dichotomies between digital and analogue tools. Drawing on two studies in Swedish classrooms – Grades Four and Eight – this paper examines how digital pencils can function as boundary objects that mitigate digital-analogue dichotomies. The analysis shows how digital pencils can function as boundary objects that connect digital classrooms – as are most Swedish classrooms – to (previous) analogue literacy practices, such as writing and drawing by hand. Importantly, the paper also argues that digital pencils can probably function as boundary objects that facilitate the transition of analogue literacies into more digital ones in African contexts, without disconnecting from the use of pencils and paper.

Read the full article here: GETTIN~1

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Multilingual Pedagogic Innovation for Epistemic Inclusion: Making education meaningful   ♦ Page 30 ♦

Angeline M. Barrett

Meaningful education is epistemically inclusive in three senses. First, all learners are included in meaning-making processes in the classroom. Second, it recognizes and engages with the culture, language, and forms of knowledge that are meaningful to learners and their communities. Third, it is meaningful for society as it contributes towards creating new concepts and knowledge practices for articulating and addressing individual, social and environmental injustices. Language is central to all three forms of epistemic inclusion. Hence, the nature of pedagogic innovation for inclusion is discussed through the example of multilingual pedagogy that was developed in Tanzania but only went to scale in limited ways. Research that opens up a conversation between multilingual education in Tanzania and Seychelles can deepen the practice and theory of pedagogic innovation for epistemic inclusion. This is due, in part, to the small size of the Seychelles education system and its international teaching workforce. More important, however, is its Creole culture, which is continuously creative of new reparative forms of indigeneity.

Read the full article here: MULTIL~1

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Challenging Notions of Inclusion in the African Context, for Sustainable Inclusive Education Policy and Practice   ♦ Page 50 ♦

Sulochini Pather

In line with the EFA and Salamanca agendas, inclusive education as a movement worldwide has gained momentum in supporting education for children with disabilities and special educational needs alongside their peers. The progress towards inclusive education globally, including in Africa, has been slow (UNESCO, 2020). Why is this so and what can be done about it? This paper looks at these questions, specifically in relation to the African continent, drawing from research and professional experience in African countries, and compares these with experiences elsewhere. It focuses on the colonization and neo-colonization of concepts and models of inclusive education developed across the developed world that have traversed borders from the North into Africa, through development aid, consultancy, and the conveyance of knowledge through studying abroad. It looks at what the outcomes have been within different economic, social and political contexts, and the sustainability of such thinking, and models for both policy and practice in local communities. It also looks at inclusion and exclusion and the intersectionality between special needs, poverty, gender, ethnicity and the concept of able-bodism which is rooted in cultural norms. How this directly affects the priorities and possibilities for education reform and policies in inclusive education, will be addressed. The paper provides a deep understanding of why the process of implementing inclusive education is so complex in the African continent and an understanding of what is needed to develop a more sustainable model across the continent and within specific countries.

Read the full article here: CHALLE~1

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The Role of Language-in-Education Policies in the Pursuit of Inclusive Quality Education in Seychelles          ♦ Page 63 ♦

Justin Zelime and Mats Deutschmann

In this article, the authors present evidence and arguments that illustrate how language-in-education aspects are central to many of the challenges facing education in the Seychelles today. They argue that many of these challenges cannot be fully addressed without confronting the mismatch between the language of instruction and the language skills of the learners and teachers. By referring to evidence from more than a decade of their research on language-in-education policies in Seychelles, the authors show how ideologies and policies have counteracted the role of Kreol Seselwa in education leading to epistemic inequities in our system. The article discusses language-in-education policy issues at three different national levels in the system: at the formal policy level; in the field; and, finally, on a more general national level. It also looks ahead and presents concrete policy suggestions on how to address the challenges discussed. These suggestions are summarized in a proposed model for a more inclusive and equitable language-in-education policy that also considers the effects of language policies in Seychelles society as a whole.

Read the full article here: THE_RO~1

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Family Engagement in Reading for Pleasure with Young Children in the Seychellois Home. What Does it Look Like?   ♦ Page 80 ♦

Mats Deutschmann, Mahrookh Pardiwalla and Odile de Comarmond 

Extensive research demonstrates that early exposure to reading significantly enhances a child’s academic and life outcomes. Moreover, reading for pleasure can help bridge socio-economic disparities. In response to this, the Seychelles Association of Retired Education Professionals (SAREP) launched Sesel Lir Avek Mwan (SLAM), a community-based literacy support programme. As part of this initiative, a baseline study was conducted to explore the extent to which a culture of reading for pleasure is embedded in Seychellois households. Between June 2023 and September 2024, seventeen introductory SLAM workshops were held across Mahé, targeting parents and caregivers. Participants were invited to complete a Home Literacy Survey (HLS); 167 out of 224 attendees responded. While the non-random sample and limited size constrain generalizability, the findings offer valuable insight into home literacy practices in Seychelles. Results revealed that daily shared reading with young children is uncommon. Less than 20% of respondents read to their children daily, and over 70% reported reading for less than 30 minutes per week. Older and more educated parents were somewhat more likely to engage in reading yet, across the board, reading was often perceived as a school-preparation task rather than a pleasurable activity. This utilitarian view may deter both parents and children from enjoying reading, especially when it becomes another duty in an already demanding routine – often one disproportionately shouldered by mothers. The study highlights the need to shift perceptions of reading from obligation to enjoyment, encourage broader household involvement (including fathers), and improve access to culturally-relevant books, particularly in Kreol Seselwa. Furthermore, while printed books remain limited, digital resources offer potential – provided they are of high quality and used with adult interaction. Promoting reading for pleasure through media, daycare facilities, and community institutions is essential to fostering a more active reading culture in Seychelles.

Read the full article here: FAMILY~1

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Language Evaluation of an AI Tutor to Support Secondary Science Students in Seychelles Creole   ♦ Page 103 ♦

Christine Pejakovic, Jean-Marc Athanase and Laurie Butgereit

In the Seychelles public education system, the first two years of instruction are delivered in Seychelles Creole (autoglossonym: Kreol Seselwa). This is followed by an abrupt transition to English across all subjects, except mathematics, which is taught in English from Primary 1. This paper presents a pre-pilot study investigating the use of artificial intelligence (AI) to support secondary school students in learning science – particularly those who may not have attained full proficiency in English.

A growing number of studies highlight the advantages of using AI as a subject tutor, due to its ability to personalize learning and transcend language barriers. Previous research – specifically, an exploratory study evaluating a Kreol Seselwa mathematics chatbot designed for primary students (Butgereit, Pejakovic & Athanase, 2024) – indicates the potential benefits of employing a Kreol Seselwa AI tutor for students in Seychelles. This current study draws upon the fields of education, linguistics and artificial intelligence, with a focus on language evaluation. Due to adaptable content gained through continual feedback and scaffolding, Krashen’s Input Hypothesis (1985) was selected to inform this research. The pre-pilot study undertaken included a language evaluation of the tutoring bot by two of the authors, a science educator, and four secondary students, which was followed up by interviews.

Read the full article here: LANGUA~3

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Language Barriers in STEM Education: Comparative insights from Zanzibar and Seychelles on multilingual pedagogies   ♦ Page 128 ♦

Maryam Jaffar Ismail, Eliakimu Sane, Mats Deutschmann, Maryam Amour Mwinyi, Angeline M. Barrett and Justin Zelime

Effective teaching and learning, particularly in science, technology, engineering, and mathematics (STEM), require the use of a familiar language to promote student comprehension and engagement. However, in Zanzibar and Seychelles, where English serves as the primary medium of instruction despite being a second language (L2) for most learners, language barriers often hinder student performance. Under the STEM4SUCCESS Zanzibar (S4SZ) Project, launched in 2019, several schools in Zanzibar piloted the Language Supportive Pedagogy (LSP) approach, which acknowledges the role of L2 in the classroom while strategically leveraging students’ first language (L1) to support content acquisition and conceptual understanding. Under the project, 75 STEM educators from 15 schools across Unguja and Pemba were introduced to LSP strategies such as informal L1 discussions, structured L2 transitions, alongside training on digital learning tools (Kio Kits, drones, and projectors). Data was collected in 2024 through an online survey of 20 STEM educators and follow-up telephone interviews. After analysis, classroom observations were conducted to triangulate the data.  Findings revealed that 91% of teachers who had received LSP training, had actively integrated LSP techniques into their lessons. Additionally, 85% of respondents identified English as a major barrier to learning STEM subjects, and a majority of this group thought of LSP as a muarobaini (ultimate cure) for language comprehension challenges in STEM. Moreover, 90% of the teachers reported improved student performance, 85% observed increased student participation, and many teachers noted higher student interest in STEM subjects following the implementation of LSP strategies.

The article also discusses comparative aspects and potential lessons to be learnt from the above pilots in other contexts such as Seychelles. In Seychelles’ trilingual education policy, Kreol Seselwa (L1) is used in early primary education, transitioning to English (L2) in Primary 3. As is the case in Zanzibar, this approach creates language barriers in STEM education hindering inclusivity and accessibility. A comparative analysis of the Zanzibar and Seychelles language-in-education policies highlights common challenges and potential benefits in aligning linguistic frameworks with pedagogical practices. This study emphasizes the need for continuous professional development, curriculum alignment with LSP principles, and sustained stakeholder engagement to ensure the scalability and sustainability of LSP.

Read the full article here: LANGUA~2

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Reflective Portfolio Implementation in Clinical Clerkship: Evidence from medical education in a Small Island Developing State (Mauritius)   ♦ Page 151 ♦

Bibi Sumera Keenoo and Mona Al Sheikh

Clinical education in hospitals faces challenges due to clinicians’ busy schedules, high student-to-patient ratios, and limited supervision. Reflective portfolios have emerged as tools to promote self-directed learning, student evaluation, professional growth, and to identify gaps in clinical competencies. This study assesses the effectiveness of reflective portfolios in enhancing medical-student learning during clinical clerkships. It aims to address clinical-education challenges by fostering self-directed learning, continuous monitoring, and reflection on clinical experiences. A reflective portfolio incorporating tools like mini clinical-evaluation exercises (mini-CEX), direct observation of procedural skills (DOPS), and reflective writing was developed. Workshops were held to emphasize reflection and portfolio use. The portfolio was implemented among undergraduate medical students, and a survey evaluated its impact and usability. The survey of 52 students showed that the portfolio helped identify strengths and weaknesses, contributing to professional development. Challenges included time constraints and delayed feedback from clinical supervisors. Some students recommended developing a mobile app to improve usability. In conclusion, reflective portfolios promote self-directed learning and professional growth, but improvements in feedback mechanisms and usability are needed to maximise their effectiveness in medical education.

Read the full article here: REFLEC~1

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Exploring Higher Education Internationalization in Oman: Academic staff perspectives   ♦ Page 178 ♦

Saud Albusaidi and Aaisha Albusaidi

This study adopts a mixed-methods approach to explore the perspectives of academic staff on the internationalization of English Language Centres (ELCs) in a university in Oman. The aim of the research is to understand the opportunities and challenges of internationalization activities and practices from the perspectives of ELC staff. From the onset, qualitative data were obtained through semi-structured interviews with staff (n=10) from ELCs. Then, staff attitudes were explored via a survey (n=148), which provided more detailed perspectives on the discussion. The findings reveal that staff exhibited positive attitudes towards internationalization activities related to students, staff, and the curriculum. However, due to the lack of an internationalization policy and the low number of international students, participants were not informed of the challenges relating to the recruitment and presence of international students. Participants mainly perceived internationalization as a one-way benefit, focusing on how it can benefit local staff and students rather than its potential to advocate for mutual benefits for all those involved. Furthermore, the findings illuminate how the university sought to join the global knowledge economy by recruiting international students and staff, involving staff in professional development programmes, along with the use of an international curriculum. However, a number of cultural challenges created tensions during the implementation phase of these internationalization activities. The research calls for establishing a more structured internationalization policy which provides clearer and more explicit guidelines. In addition to these guidelines, the development of strategies to involve all staff and students in activities will assist in providing information, enhancing their awareness, understanding of other cultures, and promoting international understanding along with its mutual benefits.

Read the full article here: EXPLOR~1

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Representation of Inclusion in Learners’ Workbooks for Grades 1 to 3 in the Kenyan Competence Based Curriculum   ♦ Page 213 ♦

Samuel Kochomay

Inspired by social justice movements and promoted by, among other actors, UNESCO, inclusive education is now a reality among some African nations such as Seychelles. Kenya, among others, is in the race to achieve the inclusive education targets set in SDG 4. Kenya’s national goals of education declare the intent to enable learners to develop responsive values to equity, inclusion, cultural diversity and global citizenship. To achieve this aspiration, textbooks and workbooks are important devices for inclusive education. Using portrayals of social identities, physical abilities, social roles and occupational roles as proxies for inclusion, this study examines representation of inclusion in the images in learners’ workbooks for Grades 1-3 of the Kenyan Competence Based Curriculum. A 31-item coding instrument was used to capture data from the 779 images. The findings reveal that the learners’ workbooks had inclusion conscientizing images in portrayals of diversities in Kenyan society. However, these portrayals were not proportionate to Kenya’s actual population.

Read the full article here: Representation1.