Instructional planning practices and challenges among Somali teachers: an ADDIE-based study

Abdiladif Aliahmed; Wahyudin Wahyudin

doi:10.17509/curricula.v5i3.843

Authors

Abdiladif Aliahmed Universitas Pendidikan Indonesia
Wahyudin Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.17509/curricula.v5i3.843

Keywords:

ADDIE framework, instructional planning, Somalia, teacher perceptions, teaching practices

Abstract

Instructional planning is fundamental to effective teaching, yet empirical evidence from post-conflict, resource-constrained settings remains scarce. This study examined Somali teachers' ADDIE-based instructional planning practices, their perceptions of how structured planning supports teaching, and the challenges of implementation. A descriptive quantitative cross-sectional survey was conducted in May 2026 with 45 primary and secondary school teachers in Mogadishu, Somalia, selected through purposive sampling. Data were collected using a structured 15-item four-point Likert questionnaire reviewed by three academic experts and analyzed using descriptive statistics. Findings showed that teachers reported generally strong instructional planning across all five ADDIE stages, with implementation and evaluation rated higher than analysis and development. Teachers also perceived structured planning as supporting teaching practices, particularly teacher professionalism, pedagogical coherence, and instructional consistency. Primary challenges included limited professional development opportunities, technology-integration difficulties, large class sizes, insufficient preparation time, and restricted instructional resources. These perception-based findings highlight the importance of context-responsive professional development and institutional support to strengthen instructional planning competencies in resource-constrained educational settings.

References

Backfisch, I., Scherer, R., Siddiq, F., Lachner, A., & Scheiter, K. (2021). Teachers’ technology use for teaching: Comparing two explanatory mechanisms. Teaching and Teacher Education, 104(1), 1-20.

Beckmann, T., & Ehmke, T. (2023). Informal and formal lesson planning in school internships: Practices among pre-service teachers. Teaching and Teacher Education, 132(1), 1-11.

Capili, B. (2021). Overview: Cross-sectional studies. The American Journal of Nursing, 121(10), 59-62.

Cevikbas, M., Koenig, J., & Rothland, M. (2024). Empirical research on teacher competence in mathematics lesson planning: Recent developments. ZDM–Mathematics Education, 56(1), 101-113.

Connelly, L. M. (2016). Cross-sectional survey research. Medsurg Nursing, 25(5), 369-370.

Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O., & Dresel, M. (2021). Do teachers' achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction, 76(1), 1-18.

Denti, L., Sturén, E., & Johansson, L. O. (2024). Scarcity mindset among schoolteachers: How resource scarcity negatively impacts teachers’ cognition and behaviors. Frontiers in Psychology, 14(1), 1-9.

Geletu, G. M., & Mihiretie, D. M. (2023). Professional accountability and responsibility of learning communities of practice in professional development versus curriculum practice in classrooms: Possibilities and pathways. International Journal of Educational Research Open, 4(1), 1-9.

Gravett, S., & van der Merwe, D. (2023). Learning-centered lesson design and learning about teaching in a pre-service teacher education course. Cogent Education, 10(1), 1-15.

Hammer, S., & Ufer, S. (2023). Professional competence of Mathematics teachers in dealing with tasks in lesson planning. Teaching and Teacher Education, 132(1), 1-13.

Hatch, L., & Clark, S. K. (2021). A study of the instructional decisions and lesson planning strategies of highly effective rural elementary school teachers. Teaching and Teacher Education, 108(2), 1-15.

Hulme, M., Comber, A., Jones, E., Grant, J., & Baumber, J. (2024). Reclaiming accountability through collaborative curriculum enquiry: New directions in teacher evaluation. The Curriculum Journal, 35(4), 673-689.

Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key likert scale development advances: 1995–2019. Frontiers in Psychology, 12(1), 1-14.

Jones, N., Abebe, W., Emirie, G., Gebeyehu, Y., Gezahegne, K., Tilahun, K., Workneh, F., & Vintges, J. (2022). Disrupted educational pathways: The effects of conflict on adolescent educational access and learning in war-torn Ethiopia. Frontiers in Education, 7(1), 1-13.

Koenig, J., Heine, S., Jaeger-Biela, D., & Rothland, M. (2024). ICT integration in teachers’ lesson plans: A scoping review of empirical studies. European Journal of Teacher Education, 47(4), 821-849.

König, J., Blömeke, S., Jentsch, A., Schlesinger, L., née Nehls, C. F., Musekamp, F., & Kaiser, G. (2021). The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom. Educational Studies in Mathematics, 107(1), 189-212.

Krepf, M., & König, J. (2023). Structuring the lesson: An empirical investigation of pre-service teacher decision-making during the planning of a demonstration lesson. Journal of Education for Teaching, 49(5), 911-926.

Lachner, A., Fabian, A., Franke, U., Preiß, J., Jacob, L., Führer, C., Küchler, U., Paravicini, W., Randler, C., & Thomas, P. (2021). Fostering pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK): A quasi-experimental field study. Computers & Education, 174(3), 1-14.

Memon, M. A., Thurasamy, R., Ting, H., & Cheah, J.-H. (2025). Purposive sampling: A review and guidelines for quantitative research. Journal of Applied Structural Equation Modeling, 9(1), 1–23.

Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.

Molenda, M. (2003). In search of the elusive ADDIE model. Performance Improvement, 42(5), 34-37.

Pham, H. T. T., Le, N. M. T., Doan, H. T. T., & Luong, H. T. (2023). Examining philology teachers’ lesson planning competencies in Vietnam. International Journal of Learning, Teaching and Educational Research, 22(6), 121-136.

Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the ADDIE instructional design model in distance education. Information, 13(9), 1-20.

Sufyan, Y. A., & Kurniawan, D. (2026). Interpretation of UNESCO AI CFT framework on teachers’ AI competence development. Curricula: Journal of Curriculum Development, 5(2), 491-506.

Suhadha, A. K., Riyana, C., Fadlillah, A. F., Puspitasari, E., & Hamzah, A. (2026). Understanding the core of curriculum development process: Needs analysis, design, and formulation. Curricula: Journal of Curriculum Development, 5(2), 641-654.

Sulistyaningrum, D. A., Wibawanto, H., & Purwanti, E. (2023). Developing a google classroom training model for elementary school teachers. Innovative Journal of Curriculum and Educational Technology, 12(1), 1-10.

Teig, N., & Nilsen, T. (2022). Profiles of instructional quality in primary and secondary education: Patterns, predictors, and relations to student achievement and motivation in science. Studies in Educational Evaluation, 74(1), 1-17.

Wahjusaputri, S., Syarif, S., Handayani, S. P., Ernawati, E., & Nastiti, T. I. (2023). Continuous professional development of teachers through teaching clinics at Muhammadiyah 28 Islamic Elementary School. Jurnal Prima Edukasia, 11(1), 30-37.

Yan, J., & Goh, H. H. (2023). Exploring the cognitive processes in teacher candidates' collaborative task-based lesson planning. Teaching and Teacher Education, 136(1), 1-24.

Zaragoza, A., Seidel, T., & Santagata, R. (2023). Lesson analysis and plan template: scaffolding preservice teachers’ application of professional knowledge to lesson planning. Journal of Curriculum Studies, 55(2), 138-152.