https://journal.du.edu.et/index.php/dje <p>Online ISSN: <strong>3080-261X</strong>, Print ISSN: <strong>3080-2601</strong></p> <p><a href="https://portal.issn.org/resource/ISSN/3080-261X">ISSN 3080-261X - Dilla journal of education (Online)</a></p> <p><strong>Dilla Journal of Education (DJE)</strong> is a biannual, open access, peer-reviewed academic journal published by Dilla University, Ethiopia. It is <strong>officially accredited</strong> by the <strong>Ministry of Education</strong> and publishes original research covering the areas of education and behavioral sciences.</p> <p><strong>DJE</strong> aims to publish high-quality research outputs that have impacts on the development of knowledge, problem-solving strategies; and fostering collaborations among researchers, educators, practitioners, policy makers, academia, &amp;educational scholars.</p> <h2><strong>Aims</strong></h2> <p style="color: black;">DJE aims topublish high-quality research outputs that havean impact on the development ofknowledge that helps educators in problem-solving in educational settings; and fostering collaborations among researchers, academia, and scientists.</p> <h2><strong>Scope</strong></h2> <p style="color: black;">DJE will be an open-access peer-reviewed journal published in both printed and online version. DJEpublishes biannually full-length original research papers, critical reviews of books and research articles, shortresearch communications, and commentaries in education.The number of articles to be published per issue shall not be less than five and should not exceed 10 articles. Depending on circumstances, a special edition may be issued.</p> <p style="color: black;">Education is a broad subject that is intertwined with various related disciplines. As a result, its areas of study are diverse. Hence, it is not feasible for this journal to list the entire breath of education research. Therefore, the primary areas of education research under DJE include:</p> <ul> <li>Teacher Education,Curriculum and Instruction</li> <li>Educational Planning and Management</li> <li>Educational Psychology</li> <li>Special Needs and Inclusive Education</li> </ul> Dilla University en-US Dilla Journal of Education 3080-2601 https://journal.du.edu.et/index.php/dje/article/view/452 <p><em>Although digital storytelling has attracted considerable scholarly interest as a pedagogical tool in language education, relatively little empirical research has examined its specific role as a scaffold for academic writing in English as a Foreign Language (EFL) higher education institutions. The present study used a sequential explanatory mixed-methods design to examine the effects of a structured digital storytelling intervention on EFL undergraduate academic writing competence and to explore students' perceptions of the mechanisms underlying the observed improvements. Sixty-eight first-year students (n = 34 per group) from a public university in the Amhara Regional State of Ethiopia were assigned, through cluster randomization of two intact classes, to a digital storytelling condition or a conventional process-writing condition. Pre- and post-test writing scores were analyzed using Analysis of Covariance (ANCOVA), and two focus-group discussions with purposively selected participants, together with weekly reflective journals, were used to explain the quantitative findings. Quantitative results indicated that the experimental group significantly outperformed the control group on overall writing quality (F(1, 65) = 18.43, p &lt; .001, η² = .22), with the strongest gains in coherence and cohesion, followed by lexical resource and task achievement; the gain in grammatical range and accuracy was not statistically significant. Qualitative findings explained these gains, showing that digital storytelling functioned as a cognitive, multimodal, affective, and social scaffold that helped students transition from personal narrative competence to formal academic discourse. The study demonstrates that digital storytelling is a viable and effective transitional scaffold that connects personal narrative competence with formal academic discourse when it is implemented systematically as a component of an academic writing curriculum. When used in a structured way as an augmentative supplement to the standard writing curriculum, DST can be most effective as a way to engage the affective, cognitive, and social components of writing that might be overlooked in traditional methods, developmentally moving from personal narration to disciplinary argumentation.</em></p> Abebaw Andargie Melaku Copyright (c) 2026 Dilla Journal of Education https://creativecommons.org/licenses/by-nc-sa/4.0 2025-10-08 2025-10-08 4 2 1 12 10.20372/dje.v04i02.01 https://journal.du.edu.et/index.php/dje/article/view/525 <p><em>This study looked at the challenges and prospects</em> <em>of science education in middle-level schools in Southern Ethiopia. A mixed-methods research was used, which included classroom observations, interviews made to supervisors, and surveys given to students, teachers, and principals. Results showed that teachers are not properly utilizing classroom instructions. Moreover, there are challenges in science teaching caused as a result of large class size, limited in-service teacher training</em>, <em>and lack of instructional materials</em>, <em>insufficient laboratory materials, and theory-loaded instructional methods. The study concludes that while some prospects exist due to policy emphasis on science education, systemic challenges hinder its effective implementation. Recommendations are made to improve resource allocation, teacher capacity building, and to strengthen science education in the region</em>.</p> Juneidi Hussen Milkiyas Asso Abduljewad Kurkura Copyright (c) 2026 Dilla Journal of Education https://creativecommons.org/licenses/by-nc-sa/4.0 2025-10-14 2025-10-14 4 2 13 25 10.20372/dje.v04i02.02