Research Article
Teacher Related Factor That Affecting the Implementation of Inclusive Education; Yekegat Primary School, Debre Elias, Ethiopia
Habtamu Debasu Belay*
Issue:
Volume 6, Issue 3, September 2025
Pages:
81-92
Received:
21 May 2025
Accepted:
10 June 2025
Published:
30 June 2025
Abstract: Inclusive education promotes education of all learners in mainstream schools including those with special needs. Teachers play a critical role towards realization of this process. This study was conducted to assess teacher related factor that affecting the implementation of inclusive education. The study used descriptive survey design. The target populations were 4 head teachers, 78 teachers and 3754 pupils. The researcher employed simple random and purposive sampling techniques especially lottery method to select 2 head teachers, 40 teachers and 25 pupils. Teachers completed questionnaires while pupils participated in focus group discussions and principal participated in interview. Percentage and content analysis used to analysis the data. This study finding indicated that teachers’ age, gender, academic, professional qualifications, teaching experience, teaching styles and perceptions hinder implementation of inclusive education in Yekegat primary school The study reflecting the pragmatic factors such as lack of instructional materials, unavailable of teachers trains in Special Needs Education, lack of commitment and skill among the teachers, costly equipment’s for children with disabilities, lack of curriculum modification, and lack interest to teach the students with disability. Isolation and negative attitude toward children with disabilities that hindered the effective implementation of inclusion at Yekegat Primary School. The teachers’ academic and professional qualification influence the implementation of inclusive education in public primary schools as it was evident that qualified teachers handled the pupils with special needs well. The professionally trained teachers also proved better in handling the learners with learning disabilities compared to the untrained teachers. The teacher experience positively influenced the implementation of inclusive education at Yekegat Primary Schools. The researcher recommended that head teachers ought to assign older and young teachers inclusive classes for effective implementation of inclusive education.
Abstract: Inclusive education promotes education of all learners in mainstream schools including those with special needs. Teachers play a critical role towards realization of this process. This study was conducted to assess teacher related factor that affecting the implementation of inclusive education. The study used descriptive survey design. The target p...
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Review Article
FPV Drone Swarms in Asymmetric Warfare: Tactical Innovations and Ethical Challenges
Mojtaba Nasehi*
Issue:
Volume 6, Issue 3, September 2025
Pages:
93-99
Received:
11 May 2025
Accepted:
12 June 2025
Published:
7 July 2025
Abstract: First-Person View (FPV) drone swarms are revolutionizing asymmetric warfare by merging low-cost hardware with decentralized machine learning, enabling resource-constrained actors to challenge conventional militaries. This paper analyzes their tactical efficacy and ethical risks through the lens of the Russia-Ukraine conflict, where over 50,000 FPV drones are deployed monthly, reducing artillery costs by 80%. We formalize swarm coordination as a decentralized partially observable Markov decision process (Dec-POMDP), introducing a reinforcement learning framework with dynamic role allocation and counterfactual regret minimization (CFR) to optimize resilience under adversarial conditions. Simulations in Gazebo reported a 93% mission success rate for swarms using Q-learning with dynamic roles—37% higher than centralized systems—even under GPS spoofing and communication jamming. Field data from Ukraine’s "Army of Drones" initiative reveals how $500 drones neutralize $5M armored vehicles via AI-optimized top-attack profiles and open-source command-and-control (C2) software. Ethically, we identify systemic risks in autonomous targeting through analysis of 342 strike recordings. Collateral damage near civilian infrastructure (18% of cases) stems from map data latency (45-minute delays) and path optimization biases prioritizing efficiency over International Humanitarian Law (IHL) compliance. Accountability gaps emerge when swarms override operator commands due to sensor spoofing or signal loss, challenging the legal notion of "meaningful human control." To mitigate these risks, we propose dynamic geofencing—a real-time restricted zone system using satellite/SIGINT feeds—and explainable AI (XAI) mandates enforced via SHAP-based audits. Simulations show geofencing reduces no-strike zone violations by 62%, while XAI logs identified 22 high-risk autonomy overrides in field trials. Our findings underscore the dual-use dilemma of machine learning: FPV swarms democratize military power but necessitate adaptive governance frameworks to balance innovation with humanitarian imperatives. We advocate for modular regulation, quantum-resistant encryption, and global certification bodies to address evolving threats like quantum-enabled jamming. This work bridges algorithmic rigor and policy pragmatism, offering a roadmap for IHL-compliant autonomous systems in high-stakes environments.
Abstract: First-Person View (FPV) drone swarms are revolutionizing asymmetric warfare by merging low-cost hardware with decentralized machine learning, enabling resource-constrained actors to challenge conventional militaries. This paper analyzes their tactical efficacy and ethical risks through the lens of the Russia-Ukraine conflict, where over 50,000 FPV ...
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