Preschool teachers’ practices in scientific and technological awakening in matadi, democratic republic of the congo: a mixed-methods cross-sectional study and proposal of the “nervures de joy 2025” model.

Tunamau Kiese Joy; Senker Ndimba Bob; Michel; God’el; Emmanuel; Hamuli Mastaki Benjamin

doi:10.51168/w2qabp88

Autori

Tunamau Kiese Joy Student in the Department of Physics and Applied Sciences, Faculty of Science and Technology, Université Pédagogique Nationale, Kinshasa/Ngaliema, Democratic Republic of the Congo; Senior Lecturer, Institut Supérieur Pédagogique de Matadi, Department of Science and Technology, Physics and Applied Sciences.
Senker Ndimba Bob PhD Candidate, University of Ngaoundéré, Cameroon.
Michel PhD Candidate, African Academy of Consulting and Engineering, Morocco.
God’el Full Professor, Department of Physics and Applied Sciences, Faculty of Science and Technology, Université Pédagogique Nationale, Kinshasa/Ngaliema, Democratic Republic of the Congo.
Emmanuel Full Professor, Department of Physics and Applied Sciences, Faculty of Science and Technology, Université Pédagogique Nationale, Kinshasa/Ngaliema, Democratic Republic of the Congo.
Hamuli Mastaki Benjamin Professor at the University of Cinquantenaire of Lwiro, researcher at the Geographic Institute of the Congo.

DOI:

https://doi.org/10.51168/w2qabp88

Cuvinte cheie:

preschool education, scientific awakening, technological awakening, teaching practices, early childhood, science education, teacher training, Matadi, Democratic Republic of the Congo, Nervures de Joy 2025

Rezumat

Background

Scientific and technological awakening in preschool education fosters curiosity, observation, and early reasoning. However, its implementation remains inconsistent in many developing contexts.

Methods

A mixed-methods cross-sectional study was conducted in preschool institutions in Matadi (Democratic Republic of the Congo) during the 2024–2025 school year. The quantitative component involved 60 teachers from 20 schools, while the qualitative component included 20 school and pedagogical administrators. Data were collected through questionnaires, interviews, observations, and document review. Quantitative data were analyzed using descriptive statistics and chi-square tests (p < 0.05), while qualitative data were analyzed thematically.

Results

Despite a high perceived importance of scientific awakening (mean score: 4.6/5), implementation remains limited. Only 6.7% of teachers consistently conducted experimental activities, while 31.7% had no specific training. Significant associations were found between teaching practices and training, availability of resources, science corners, and time allocation (p < 0.05). The proposed “Nervures de Joy 2025” model integrates four key components: (1) teacher professional development, (2) material and pedagogical resources, (3) structured classroom organization, and (4) community involvement. These components address identified gaps by strengthening competencies, improving learning environments, and enhancing institutional support.

Conclusion

Scientific awakening remains insufficiently institutionalized in preschool settings in Matadi.

Recommendation

Educational authorities should invest in teacher training, structured science programs, and resource provision, while piloting the proposed model to assess its effectiveness.

Biografii autori

Tunamau Kiese Joy, Student in the Department of Physics and Applied Sciences, Faculty of Science and Technology, Université Pédagogique Nationale, Kinshasa/Ngaliema, Democratic Republic of the Congo; Senior Lecturer, Institut Supérieur Pédagogique de Matadi, Department of Science and Technology, Physics and Applied Sciences.

is a Senior Lecturer at the Institut Supérieur Pédagogique (ISP) of Matadi. A PhD candidate in Science and Technology, with a specialization in physics and preschool education, he focuses on scientific awakening in early childhood.
Senker Ndimba Bob, PhD Candidate, University of Ngaoundéré, Cameroon.

is a lecturer at the Université Pédagogique Nationale (DRC), specializing in health science education and preschool teacher training. He also serves as the Central Africa representative for the Student’s Journal of Health Research Africa and is a PhD candidate in Public Health at the University of Ngaoundéré (Cameroon).
Michel, PhD Candidate, African Academy of Consulting and Engineering, Morocco.

is a PhD candidate at the African Academy of Consulting and Engineering (Morocco) and serves as Deputy Inspector General in charge of preschool SERNAFOR.
God’el, Full Professor, Department of Physics and Applied Sciences, Faculty of Science and Technology, Université Pédagogique Nationale, Kinshasa/Ngaliema, Democratic Republic of the Congo.

Full Professors in the Department of Physics and Applied Sciences, Faculty of Science and Technology, Université Pédagogique Nationale, Kinshasa/Ngaliema (DRC).
Emmanuel, Full Professor, Department of Physics and Applied Sciences, Faculty of Science and Technology, Université Pédagogique Nationale, Kinshasa/Ngaliema, Democratic Republic of the Congo.

Full Professors in the Department of Physics and Applied Sciences, Faculty of Science and Technology, Université Pédagogique Nationale, Kinshasa/Ngaliema (DRC).
Hamuli Mastaki Benjamin, Professor at the University of Cinquantenaire of Lwiro, researcher at the Geographic Institute of the Congo.

Professor at the University of Cinquantenaire of Lwiro, researcher at the Geographic Institute of the Congo.

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