Journal of Culture and Values in Education <p><strong><em>Journal of Culture and Values in Education</em></strong><strong><em>&nbsp;(JCVE) (E-ISSN:</em></strong><em> <strong>2590-342X)</strong></em> is an international, peer-reviewed, open-access academic e-journal for cultural and educational research. The journal is published twice a year (June &amp; December) in online versions. The journal accepts article submissions online through the website of the journal which can be reached at <a href=""></a> &nbsp;&nbsp;</p> <p>The overarching goal of the journal is to disseminate original research findings that make significant contributions to different areas of education, culture and values of different societies. The aim of the journal is to promote the work of academic researchers in the humanities, cultural studies and education.</p> <p><strong>Focus and Scope</strong></p> <p>The topics related to this journal include but are not limited to:<img style="float: right;" src="/public/site/images/btarman/JCVE1.jpg" width="374" height="485"></p> <ul> <li class="show"><em>General Education </em></li> <li class="show"><em>Cognition, Culture and Values</em></li> <li class="show"><em>Communication and Culture</em></li> <li class="show"><em>Cross-cultural Learning in Education</em></li> <li class="show"><em>Cultural Studies in Education</em></li> <li class="show"><em>Educational Assessment and Evaluation</em></li> <li class="show"><em>Intercultural Communication</em></li> <li class="show"><em>International and Comparative Education</em></li> <li class="show"><em>Language and Culture</em></li> <li class="show"><em>Popular Culture and Education</em></li> <li class="show"><em>Identity Politics &amp; Minorities</em></li> <li class="show"><em>Race &amp; Ethnicity in Education</em></li> <li class="show"><em>Immigration/Migration</em></li> <li class="show"><em>Multicultural Education</em></li> <li class="show"><em>Popular Culture &amp; Cultural Studies</em></li> <li class="show"><em>Transnationalism in Education</em></li> <li class="show"><em>Citizenship and Policies of Integration</em></li> </ul> Journal of Culture and Values in Education en-US Journal of Culture and Values in Education 2590-342X <p>This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International license (<a href="" target="_blank" rel="noopener"></a>).&nbsp;&nbsp;</p> Advancing Cooperative Learning Pedagogy in Science Classrooms: Challenges and Possible Solutions <p>Cooperative learning pedagogy is beneficial among student hence, its adoption for teaching and learning at all levels of education. The concept of cooperative learning pedagogy appears to immerse students and teachers into classroom activities thereby making them active participants during the teaching and learning process. However, cooperative learning face some challenges that hinders its effective execution in the classroom. These challenges also prevent students and teachers from enjoying the full gains of using cooperative learning pedagogy. This conceptual paper probe into the possible ways of alleviating the challenges faced by cooperative learning pedagogy. We locate the argument within brain-based theoretical framework to discuss the means of executing cooperative learning in the classrooms. Based on this argument, the study propose possible solutions that include fostering peaceful coexistence among students and teachers, encouraging a call to duty among students, maintaining classroom synergy and learning how to learn among students. The investigation conclude that cooperation should be encouraged among students through the maintenance of a threat free classroom environment. The study recommends that science curriculum developers and planners should encourage peaceful coexistence among students and teachers irrespective of their different backgrounds so as to maximize the achievement of classroom goals and objectives enshrined in positive interaction among students and teachers.</p> Abiodun A. Bada Loyiso C. Jita ##submission.copyrightStatement## 2022-06-09 2022-06-09 5 2 1 15 10.46303/jcve.2022.1 Assessment in Sustainable Remote Teaching and Learning Environments During Emergency Situations <p>This paper explores how quality assessment is maintained in the COVID-19 protocols mandatory remote teaching and learning higher education environments. The argument being pursued is that, despite the pandemic, the e-assessment ensures the sustainability of quality thereof even in remote teaching and learning environments. We compare e-assessments in these environments to how conventional assessments happen in in-person contexts. In this comparison, we unearth several challenges afflicting the conventional in-person assessments. These range from ill-prepared lecturers sometimes, who do not take time to formulate meaningful assessment tasks, to students who demand special treatment just because they are physically present and are able to 'bully' lecturers. In the COVID-19 mandatory remote e-assessments teaching and learning environments, despite the attended challenges of costs to install the Learning Management System and train academics, there seem to be many more positive outcomes. These include lecturers' ability to ensure that all students enrolled in the module read the materials provided, spend enough time doing so, and engage meaningfully with the learning subject content. That feedback is provided almost immediately to ensure quality in remote teaching and learning environments. Design research principles that serve as the overarching theoretical framework for this paper are used to identify the challenges to e-assessments, the responses to these challenges, the contextual factors that make the responses effective, those that pose threats thereto and how they are resolved and circumvented.</p> Makeresemese Rosy Mahlomaholo Sechaba Geoffrey Mahlomaholo ##submission.copyrightStatement## 2022-06-09 2022-06-09 5 2 16 31 10.46303/jcve.2022.17 What is Next for Africa’s Youthful and Useful Population? STREAM Education for Global Inclusivity <p>The world is a global village today undoubtedly due to advances in science, technology, engineering and mathematics (STEM) disciplines and their education. The knowledge from these disciplines influences various aspects of human daily affairs, career choices and the type of education acquired by citizens. STEM literature across the world has put Africa at the tail end of development. Africa’s underdevelopment may not be argued owing to empirical literature in the direction of poor development. However, the global demand for competence in STEM disciplines continues to rise at a rate developed countries find difficult to keep up due to shortage of man power as against demands. This surge in demand creates a gap that must be filled in pursuit of sustainable growth. Science, technology, robotics, engineering, the arts and mathematics (STREAM) education remains obscure among countries in Africa, with the paradigm shift to aesthetics with arts and automation in robotics globally calling for redirection in developing regions. South African and Nigerian curricula have been moderated to accommodate coding and robotics as well as physics in technology, with green energy and elementary automation, respectively. This manuscript explores education as the panacea for poverty alleviation, sustainable growth and equality among citizens. The current state of affairs of STREAM education in Africa and its potential for a youthful and useful population are also explored.</p> Olalekan Taofeek Badmus Loyiso C. Jita ##submission.copyrightStatement## 2022-06-09 2022-06-09 5 2 32 46 10.46303/jcve.2022.18