Doctor Educationis / Sudan is one of the countries with a large number of people who move around the country for safety and better living conditions due to conflicts and the long-lasting war. These people are referred to as Internally Displaced People (IDPs), and most of them live in rural areas. The war in Sudan has led to socio-economic deterioration and has negatively affected social services such as health and education, particularly in the IDP camps. As a result, children's access to education and the quality of education remains a great concern. Educational challenges include poor infrastructure, lack of facilities and teaching-learning materials, overcrowding, and shortage of trained teachers. Illiteracy rates are higher among women, and drop-out rates are higher among girls. It is believed that traditional socio-cultural practices are barriers to girls' access to education in this country. In light of the above, this study investigates factors that contribute to girls' construction of educational aspirations in the IDP camps of North and South Sudan. The girls' educational aspirations are explored concerning gender empowerment discourses to gain an understanding of how gender empowerment is perceived and implemented by young females as they move between the school and home environments. It analyzes the impact of socio-cultural factors on girls' educational aspirations, perceptions, and self-esteem to understand the significance of education within a gender empowerment framework in the lives of young girls 10 disadvantaged communities of Sudan. Through the lens of the Capabilities Approach and various Feminist views, the study explores how gender discourses in education are understood, and the extent to which they contribute to building girls' opportunities and capacities in the local context. The study provides an analysis of the girls' opinions of themself and the influence of socio-cultural factors on their inspirational plans and expectations.

The subject of the diploma thesis Didactic utilization of advertisement videos in Czech foreign language teaching is to point out the low integration of commercial audiovisual material into the language teaching. Fundamental principles and processes of communicative approach are presented in the theoretical part. The thesis then follows up with the role of video in the choice of proper audiovisual material. Concrete activities for video inclusion in learning are proposed. Advertisement texts are defined next, space is also given to the advertisement itself and guidelines for creating learning materials. The practical part is dedicated to analyse content of current textbooks of Czech language for foreigners which shows the work with video, respectively advertisement videos. Consequently, four lessons for language levels A1, A2, B1, B2 according to CEFR were presented and distributed to Czech foreign language teachers. Materials were tested in various types of teaching groups by means of a questionnaire survey and short interviews and then the acquired data were evaluated. Respondents also expressed how often they perform video-based activities, confirming the hypothesis about minimal use of video in Czech language courses for non- native speakers.

Thesis (M. A. (English Studies)) -- University of Limpopo, 2022 / This study explored the challenges of pictorial illustrations in texts faced by Students: The case of the University of Limpopo in Limpopo Province, South Africa. The study seeks to contribute to the process of understanding pictorial illustrations in a teaching and learning environment, where there are VI (visually impaired) students. This study employed a qualitative research approach, and interviews were used to collect data from the respondents. The respondents were ten VI students, five lecturers in the English discipline and two braillists from Reakgona Disability Centre. The selection was based on the roles they play in the learning and preparing of learning materials for VI students. The overall findings from the VI students were that pictorial illustrations are challenging when students are learning English language courses. It was established that pictorials materials exclude and confuse VI students when they are learning. Those pictorials also discourage participation of VI students, as they cannot see the pictorials. On the other hand, lecturers have challenges in explaining and describing pictorials during lessons. Again, it was discovered that when developing pictorial illustrations VI students are not taken into consideration because most content always includes pictorials. The overall findings from the braillists were that English language learning materials with pictorial illustrations are not easy to convert to braille and to enlarge for VI students. The study recommended ways to deal with pictorials in lessons and materials. For example, workshops to help lecturers to accommodate VI students in the learning environment. The study encouraged a good working relationship to assist VI students to overcome pictorial challenges in English courses. This study was intended to offer assistance in terms of the challenges experienced by V1 students with regard to pictorials illustrations in English language learning materials and courses.