Inclusive education has gained recognition worldwide, with schools and universities adopting various approaches to prioritize inclusivity. However, the challenges faced by educational institutions in this process cannot be ignored. Addressing these challenges is essential in creating a more inclusive society that values and celebrates diversity. This study aims to introduce a model called the Sustainable Inclusive Framework Studio (SIF Studio), which incorporates inclusiveness principles. This model draws from Lev Vygotsky’s social constructivism and Albert Bandura’s behavior modeling theories. SIF Studio is a framework that emphasizes inclusivity, sustainability, and innovation in education. A quantitative approach is employed to explore the perceptions of teachers, parents, and students regarding the implementation of SIF Studio. The study results revealed that there is a significant difference in the perceptions of students, teachers, and parents before and after the introduction of SIF Studio. By designing and developing SIF Studio specifically for educational institutions, this research aims to bridge the gap between inclusivity goals and practical implementation while aiming for the sustainability goals alongside this.

The present study contributes to psychology and well-being literature by investigating social well-being in minority contexts. The factor structure of the Keyes’ long format 33-item social well-being measure was investigated among African migrant samples. A cross-sectional survey methodology was used to collect data from a total of 404 African migrants living in South Africa (n = 146), Uganda (n = 158) and Kenya (n = 100). They were 202 (50%) males, 195 (48.3%) females, and 7 (1.7%) of the samples did not disclose their gender. They were aged from 14 to 70 with a Mean age of 32.21 (standard deviation = 7.696). Data collected were analysed using CFA in AMOS (version 29). We found an unstable four-factor emic solution for African migrants in Sub-Sahara Africa. We could not replicate the theoretical social well-being model of Keyes (1998) among African migrant samples in Sub-Saharan Africa. Insights from the study will be critical to designing culturally appropriate indigenous measures that accurately reflect the social realities and well-being constructs of African migrants. Our findings will also help policymakers and service providers to identify areas of need, develop appropriate socio-cultural programmes, and allocate resources more effectively to support the integration and well-being of migrants within African societies.

The present study contributes to psychology and well-being literature through the investigation of social well-being in minority contexts. We investigated the factor structure of the 33-item social well-being measure among African samples. A cross-sectional survey, methodology was used to collect data from a total of 404 African migrants living in South Africa (n=146); Uganda (n=158), and Kenya (n=100). They were 202(50%) males, 195 (48.3%) female, and 7 (1.7%) of the samples did not disclose their gender. They were aged from 14-70 with an average age of 32.21 (standard deviation [s.d.] = 7.696) years. Data collected was analyzed using CFA in AMOS (version 29). We found an unstable four-factor emic solution for African migrants in Sub-Sahara Africa. We were unable to replicate the theoretical social well-being model of Keyes (1998) among African migrant samples in Sub-Saharan Africa. Insights from the study will be critical to designing a minority-contextually relevant well-being intervention. It will also sensitize policy shapers towards the development of appropriate socio-cultural programs.

Learning is not only about knowledge acquiring but also about developing higher order thinking skills and its polishing. Technology has open new vistas of cognitive abilities when coming into the instructional design and teaching strategy. This paper reviews on applying the e-learning architecture for developing higher-order thinking skills for students of higher education. This paper discusses the design of an e-learning architecture and its effectiveness in developing thinking and meta-cognitive skills among the learners. The objective of the study is to improve the higher order cognitive abilities among the learners, using e-learning systems and their level of services while preserving flexibility, scalability and optimization of available resources. The various e- learning architectures used are Simulation, discovery, cases, scenario-based Virtual classroom, e.g. WebEx, Live Meeting, HP Virtual, Online help and references, Edmodo, Performance support systems and/or knowledge Management etc. Methodology of the Study Quasi-Experimental method will be selected for the study. The design adopted will be factorial design. The pre-test, post test quasi-experimental design. The study found that the e-learning architecture is very effective and it simplifies the e-Learning development, focus on the major learning outcomes, and maximize the higher order thinking skills and meta-cognition among the learners.