joseph.njiku@

Name
Joseph Njiku

Academic Rank
Lecturer

Department
Educational Psychology and Curriculum Studies (EPCS)

Biography

Biography

Joseph Njiku is a Senior Lecturer in the Department of Educational Psychology and Curriculum Studies. He holds a PhD in Mathematics Education from the African Centre of Excellency for Innovative Teaching and Learning Mathematics and Science (ACEITLMS) of the University of Rwanda – College of Education, a Master of Education in Science Education (M.Ed. Science), and a Bachelor of Education in Science (B.Ed. Science) majoring in Mathematics and Education from the University of Dar es Salaam. He facilitates courses in mathematics education, teacher education, and technology integration in education. He has researched on areas of mathematics instruction, technology integration in teaching and learning, and teacher education.

Contacts

Email:

Email Address
joseph.njiku@duce.ac.tz

Mob:

Research Interest

Research Interest
Mathematics education, teacher education, and technology integration in teaching and learning.

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Projects

Projects

Team member: Supporting Teacher Education, Wellbeing, and Retention via Informing Feasible Educational Policies and Incentives in Africa, financed by the Finnish National Agency for Education

Team member: Future teacher education for sustainable development FUTE-project supported by the Ministry for Foreign Affairs of Finland and administered by the Finnish National Agency for Education

Publications

Publications

  • Njiku, J. (2025). Pre-service teachers manifested mathematics pedagogical content knowledge: The role of the teaching practicum. Pedagogical Research, 10(1), em0229. https://doi.org/10.29333/pr/15647

  • Ravšelj, D., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., A. Iahad, N., Abdulla, A. A., Akopyan, A., Aldana Segura, M. W., …. Njiku, J., et al. (2025). Higher education students’ perceptions of ChatGPT: A global study of early reactions. PloS ONE, 20(2), e0315011. https://doi.org/https://doi.org/10.1371/journal.pone.0315011

  • Majani, W. P., & Njiku, J. (2024). The Interplay of Mentoring and Practicum in Teacher Preparatory Programs. Educational Practice and Theory, 46(2), 69-89. https://doi.org/https://doi.org/10.7459/ept/460206

  • Njiku, J. (2024). Language Barriers in Mathematics: Learning Challenges When Global Languages Replace Native Instruction. International Journal of Innovation in Science and Mathematics Education, 32(6). https://doi.org/https://doi.org/10.30722/32.06.001

  • Ravšelj, D., Aristovnik, A., Keržič, D., Tomaževič, N., Umek, L., Brezovar, N., Aiahad, N., Abdulla, A., Akopyan, A., & Aldana Segura, M. (2024). Higher education students' early perceptions of ChatGPT: Global survey data. Mendeley Data, 1-1. https://doi.org/https://hdl.handle.net/11562/1134187

  • Njiku, J. (2024). Student teachers' experiences as mentees during the teaching practice in Rwanda. Australian Journal of Teacher Education, 49(6), 21-39. https://doi.org/10.14221/1835-517X.6249

  • Njiku, J. (2024). Teaching practice supervision: Student teachers’ perspectives and experiences. The International Journal of Learning in Higher Education, 32(1), 145-161. https://doi.org/10.18848/2327-7955/CGP/v32i01/145-161

  • Misana, L., Njiku, J. & Mwaihola, M (2024): Exploring the social, instrumental, academic, personal, and professional identities of peer mentoring experiences among preservice teachers, Mentoring & Tutoring: Partnership in Learning, 33(1), 45-61. https://doi.org/10.1080/13611267.2024.2420123

  • Njiku, J. (2024). Predicting mathematics teachers’ TPACK using technology access, teacher training, and technology use. International Journal of Innovation and Learning, 36(2), 213-228. https://doi.org/10.1504/IJIL.2024.10059915

  • Mutarutinya, V., Balimuttajjo, S., Mjenda, M. A., Wakhata, R., Mukuka, A., & Njiku, J. (2024). Assessment in mathematics education: An inquiry into methods and skills assessed in the era of globalization. In Impacts of globalization and innovation in mathematics education (pp. 115-143). IGI Global. https://doi.org/10.4018/979-8-3693-2873-6.ch006

  • Njiku, J. (2024). Assessing the development of mathematics teachers' TPACK through an observation rubric. Education and Information Technologies, 29(2), 2043-2066 https://doi.org/10.1007/s10639-023-11901-7

  • Njiku, J., Mutarutinya, & Maniraho, J. F. (2023). Developing Mathematics teachers’ attitudes towards technology integration through school-based lesson design teams. The International Journal of Information and Learning Technology, 40(5), 485-499. https://doi.org/10.1108/IJILT-06-2022-0131

  • Iyamuremye, E., Njiku, J., Maniraho, J. F., & Ndayambaje, I. (2022). Teaching and learning mathematics using technology in Rwanda basic education schools amidst the COVID-19 pandemic. In Mathematics Education in Africa: The Fourth Industrial Revolution (pp. 263-278). Springer. https://doi.org/10.1007/978-3-031-13927-7_16

  • Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2022). The technological pedagogical content knowledge of mathematics teachers: An exploration. Information Technology, Education and Society, 18(1), 41-56. https://doi.org/10.7459/ites/18.1.04

  • Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2022). Exploring Mathematics Teachers’ Technology Integration Self-Efficacy and Influencing Factors. Journal of Learning for Development, 9(2), 279-290. https://doi.org/10.56059/jl4d.v9i2.589

  • Njiku, J. (2022). Attitude and technological pedagogical and content knowledge: The reciprocal predictors? Journal of Research on Technology in Education, 55(6),1020-1035. https://doi.org/10.1080/15391523.2022.2089409

  • Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2021). Building mathematics teachers’ TPACK through collaborative lesson design activities. Contemporary Educational Technology, 13(2), ep297. https://doi.org/10.30935/cedtech/9686

  • Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2020). Developing technological pedagogical content knowledge survey items: A review of literature. Journal of Digital Learning in Teacher Education, 36(3), 150-165. https://doi.org/10.1080/21532974.2020.1724840

  • Njiku, J., Mutarutinya, V., & Maniraho, J. F. (2020). Mathematics teachers’ technology integration self-efficacy and technology use. In International Conference to Review Research in Science, Technology, and Mathematics Education (pp. 283-289). Mumbai: Homi Bhabha Centre for Science Education. https://episteme8.hbcse.tifr.res.in/proceedings/

  • Njiku, J., Maniraho, J. F., & Mutarutinya, V. (2019). Understanding teachers’ attitude towards computer technology integration in education: A review of literature. Education and Information Technologies, 24(5), 3041–3052. https://doi.org/10.1007/s10639-019-09917-z

  • Njiku, J. (2019). Mathematics performance across gender and who owns a school. Huria: Journal of the Open University of Tanzania, 26(1), 141-150. https://www.ajol.info/index.php/huria/article/view/196785

  • Njiku, J. (2018). Peer observation and reflective teaching: student-teachers learning to teach mathematics from their own experiences. Lwati: A Journal of Contemporary Research, 15(3), 23-34. https://www.ajol.info/index.php/lwati/article/view/179543

  • Njiku, J. (2016). School-based professional support to student teachers in preparation of teacher professional documents. Voice of Research, 5(3), 1-5. https://www.voiceofresearch.org/doc/Dec-2016/Dec-2016_13.pdf