258 Articles
Ariana L. Castillo, Ariane R. Gasgonia, Janica May M. Ballesteros, Jayza Annie T. Juavan, Lea D. Oracion, Leah E. Perez
The persistent challenge of low reading literacy among Filipino students, evidenced by the 2022 PISA results (77/81 nations), underscores an urgent need to address struggling readers in early grades. Despite national policies, the efficacy of various pedagogical approaches in foundational literacy remains an area requiring further exploration. This study aimed to bridge this gap by examining primary teachers' perceptions of the MARUNGKO Approach (MA) and the Traditional reading approach (TR) in teaching struggling readers at Bubukal Elementary School, exploring their understanding, perceived impact on student engagement and skill development, advantages, challenges, and recommendations. A descriptive research design was employed, utilizing a researcher-made questionnaire administered via Google Forms to five primary teachers (Grade 1-2) at Bubukal Elementary School, all experienced in both methods. Thematic analysis, following Braun and Clarke (2006), was used to identify recurring themes and patterns in teachers' perceptions. Findings consistently showed teachers perceived the MA as highly effective for developing foundational literacy, phonological awareness, decoding, and blending, significantly boosting student interest through its systematic, phonetic, and multi-sensory nature. Conversely, the TR was valued for broader vocabulary exposure and contextual understanding but seen as less effective for engaging struggling readers and systematically building core decoding skills. Teachers identified the need for specific training and materials as a challenge for MARUNGKO, while maintaining engagement and addressing individual learning gaps were challenges for the Traditional method. A hybrid approach, integrating MARUNGKO's systematic phonics with the contextual richness of Traditional methods, was consistently recommended. These findings underscore the critical role of structured, phonics-based instruction in enhancing foundational literacy among early-grade struggling readers. The study implies a need for policy and pedagogical refinements advocating for the strategic integration of the MA within a broader literacy framework, targeted professional development for teachers, and adequate resources to foster a balanced literacy approach, ultimately improving national reading literacy outcomes for Filipino students.
Marius Simons
The Grade 12 NSC Mathematics examination plays a decisive role in South African schooling, shaping who moves into further study and who does not. Much has been written about marks and performance trends, yet we know far less about how examinees actually produce their written mathematics under pressure. This article shifts the focus to the work itself and the small steps examinees take to hold difficult procedures together during the examination. This article moves beyond the binary of right and wrong by investigating the textures of mathematical work that emerge as examinees engage with the NSC examination. Drawing on an integrated ethnomethodological and Pickeringian analytic framework, the study analyses the lived work in the Grade 12 examination scripts as socio-material records of mathematical practice. Three aligned documentary datasets are examined to trace how examinees encounter resistance from mathematical structures and how accommodation is locally improvised through procedural reflexivity, reversal, targeting, and performative closure. A central finding across all three domains is the dominance of performative closure through the non-firing of resistance, where institutional demands for completion override epistemic resolution. The analysis reveals that examinees’ mathematical work unfolds not as a linear conceptual progression but as a fragile negotiation of resistance, accommodation and institutional stabilisation under severe time and accountability pressures. The article advances a sociological account of high-stakes school mathematics, showing how examination conditions actively reorganise what it becomes possible to display, value and recognise as mathematical knowledge. The findings carry important implications for mathematics teaching, assessment practice and teacher education in South Africa.
N. Barath, P. Sivananthan
The 13-Year Guaranteed Education Scheme was introduced in Sri Lankan schools in 2017 to enhance vocational education. Recently, however, student enrollment in the scheme has declined. Consequently, this study was conducted across nine Tamil-medium schools in the Colombo Central Education Zone to evaluate resource adequacy, student and community engagement, and the effectiveness of school management strategies. This study employed a mixed-methods approach with a descriptive research design. The sample consisted of 72 participants: 18 principals and vice-principals, 18 teachers, and 36 students. Participants were selected using simple random sampling, stratified by school, gender, and region. Data collected through questionnaires, interviews, and documents were analyzed using descriptive statistics and thematic analysis. This study indicates that the building, teaching, and technological resources as well as learning equipment and social support necessary for implementation are currently insufficient (M = 1.5 – 3.4). Conversely, variables regarding student school attendance and truancy remain high (M = 3.5 – 5.4). Active student engagement, including willing participation, project completion, collaboration, and effective communication with teachers, was found to be low (M = 1.5 – 3.4). Furthermore, there is minimal involvement from the broader community, including parents, alumni, social organizations, and political entities. The study reveals that despite various measures taken by school management, implementation is hindered by inadequate cooperation from students, parents, alumni, and education officials.
Danial Al-Rashid Haron Aminar Rashid, Hamdan Mohd Salleh, Rashidin Idris, Yuhanis Khalida A. Rashid
This study gives a comprehensive Systematic Literature Review (SLR) on disability advocacy, with an emphasis on essential techniques, policy implications, and problems in achieving disability rights. Using Connected Papers and the review identified essential research and developing themes in the subject, with a focus on the Malaysian context. The analysis demonstrates that effective disability advocacy necessitates various tactics that include empowerment, accessibility improvements, and community participation to address the systemic hurdles that people with disabilities encounter. The thematic synthesis found recurring challenges, such as inadequate accessibility, social stigma, and gaps in policy enforcement, which inhibit growth despite existing legal frameworks. The findings underscore the necessity of inclusive policy making and the need for a more robust theoretical base that addresses intersecting identities within the disability community. The study provides practical insights, advising that future studies look at novel, culturally sensitive advocacy tactics, as well as the potential of digital platforms to promote advocacy activities. This review emphasizes the need for a collaborative strategy, in which policymakers, advocacy groups, and communities work together to improve disability inclusion and policy efficacy, thereby producing a more fairs society.
Harwati Hashim, Muhammad Syahmi Zakwan Mohamad Sahidan, Nuranis Hanani Jasmi
The rapid uptake of Artificial intelligence (AI) in language education has outpaced systematic reflection on its pedagogical, ethical, and human implications. This paper examines the transformative potential of AI-generated tools in English language education, aiming to clarify their pedagogical roles and to identify ways these technologies can be strategically leveraged to enhance teaching effectiveness and learning outcomes. Rather than reporting empirical findings, this conceptual paper synthesises contemporary literature to develop an integrated conceptual perspective on AI-enabled instruction, assessment, and learner support. It critically explores current trends and practices, including personalised learning systems, natural language processing-based tools, interactive chatbots, and automated assessment and feedback mechanisms. In advancing potential applications of AI, it delves into hyper-personalised learning platforms and immersive multimodal simulation and predictive co-teaching aids, while also addressing persistent challenges related to overreliance, privacy risks, and ethical concerns. The discussion foregrounds the necessity of comprehensive AI literacy training for educators, the establishment of robust and adaptive policy frameworks, and the development of ethically grounded guidelines that are sensitive to cultural and contextual diversity. Emphasis is also placed on interdisciplinary collaboration between academic institutions and AI developers, as well as teacher-student readiness and ethical integration within classroom environments. Central to the paper’s argument is a balanced model of human-AI collaboration, in which AI tools are viewed as cognitive and pedagogical partners that augment, rather than replace professional judgement and relational dimensions of teaching. Framed through the concepts of collaborative intelligence and a paradox mindset, the paper argues that tensions between automation and human expertise can be productively harnessed to support meaningful learning. Finally, the paper underscores the need for future research to move beyond conceptual promise by prioritising rigorous empirical inquiry that evaluates the effectiveness, trustworthiness, and ethical implications of AI-generated tools across diverse educational contexts.
Edmund A. Lopez
Mathematics anxiety has long been associated with students’ academic performance, yet its role remains complex and context-dependent. This study examined the level of mathematics anxiety, the level of academic attainment, and the relationship between these variables among junior high school students in a public secondary school. Using a descriptive–correlational design, data were collected from 228 students through an adapted Mathematics Anxiety Rating Scale (MARS) and a researcher-developed academic attainment questionnaire. Descriptive statistics and Pearson’s correlation coefficient were employed for data analysis. Results indicated a moderate level of mathematics anxiety (M = 3.12) and a high level of academic attainment (M = 3.92). Contrary to prevailing literature, findings revealed a statistically significant positive relationship between mathematics anxiety and academic attainment (r = 0.20–0.30, p < .05). However, the strength of the relationships was weak to moderate, suggesting limited practical significance. These findings are interpreted in light of the Yerkes–Dodson Law, which posits that moderate levels of anxiety may facilitate performance. Nevertheless, the results should be interpreted with caution due to the reliance on self-reported measures and a single-school sample, which may have introduced response bias and limited generalizability. The study highlights the need to distinguish between facilitative and debilitative anxiety and recommends the use of objective academic records in future research.
Dr. Nilesh V. Ingale, Dr. V. Aruna, Padmini Kuppala
Heart surgery is the most important thing that can be done for kids with end-stage heart failure, but there is still a big problem with death one year after the transplant. It is very important to get this mortality risk right in order to match donors and recipients more effectively and improve patient results. In this work, we use the ICU heart transplant expiration dataset to estimate the risk of death in pediatric heart transplant patients after one year. We suggest a new method that uses advanced feature selection and group methods to make predictions more accurate. Using Chi-squared tests to pick out key traits and combining multiple classifiers for accurate predictions are part of the method. The results show that the suggested Voting Classifier, which uses both Boosted Decision Tree and ExtraTree models, works very well, as it gets 100% of the votes right. This method is a quick and accurate way to guess the chance of death within a year. It gives doctors useful information for better patient care and finding the best match between recipient and donor in pediatric heart transplants.
Marissa G. Dela Cruz, Roda Liza A. Hisoler
This study examines the factors influencing junior high school choice among Grade 6 learners of H.N. Cahilsot Central Elementary School using a demand-side perspective grounded in Demand Theory and Consumer Choice Theory. Data from 150 respondents were analyzed to investigate the effects of school-related factors (academic reputation, teacher quality, safety, and facilities), family-related factors (financial capacity, parental guidance, and transportation), and personal factors (peer influence, learner interests, and school preferences) on students’ decision-making. Results indicate that school-related factors are the most influential, with learners prioritizing academic performance, reputation, and safe learning environments. Family-related factors, particularly affordability and ease of travel, also significantly affect school choice, reflecting household constraints. Personal factors exert a moderate influence, demonstrating learners’ emerging autonomy in selecting schools aligned with their interests. Overall, the findings suggest that Grade 6 learners act as rational decision-makers who balance perceived educational benefits with financial and personal considerations. The study highlights the importance of schools to enhance academic programs, improve facilities, and maintain safe environments to attract prospective students effectively.
Charlotte G. Urbiztondo, Dr. Jonathan V. Oludin
To attain educational equity for marginalized learners, it is critical to understand the interaction between parenting styles and academic influences in sustaining learner achievement. This study investigated the mediating role of academic factors in the relationship between parenting styles and academic performance among Pantawid Pamilyang Pilipino Program (4Ps) beneficiaries in selected public and private secondary schools in Loon South District, Loon, Bohol during the Academic Year 2025–2026. Specifically, the study aimed to determine the level of parenting styles in terms of authoritative, authoritarian, and permissive approaches; assess the level of academic factors in terms of personal, family, school, teacher, peer, community, and mass media influences; evaluate the level of learners’ academic performance; determine the significant relationship among the variables; and examine whether academic factors significantly mediate the relationship between parenting styles and academic performance. A quantitative non-experimental mediation research design was employed using purposive sampling to gather data from 129 learner-beneficiaries through validated survey questionnaires. Findings revealed a moderate level of parenting styles (M = 3.14, SD = 1.13) and a positive level of academic factors (M = 2.80, SD = 0.65). However, mediation analysis showed that academic factors did not significantly mediate the relationship between parenting styles and academic performance (p = 0.643, α = 0.05). The results imply that although parenting styles influence learners’ academic-related experiences, such influences may not directly translate into improved academic performance. The study provides valuable insights for parents, teachers, school administrators, and policymakers in designing interventions that strengthen parental involvement, enhance academic support systems, and maximize the educational impact of the 4Ps program. Furthermore, the study contributes to addressing student disengagement and dropout among disadvantaged learners in rural areas by proposing an action plan that promotes inclusive, supportive, and learner-centered educational environments.
Cahar R. Cader, LPT, MA
This study investigated the levels of technology, pedagogy, and content knowledge among Arabic Language and Islamic Values Education (ALIVE) teachers using a descriptive–correlational research design. Data were gathered through a validated self-assessment questionnaire grounded in the TPACK framework. Descriptive statistics were used to determine teachers’ knowledge levels across the three domains. Results showed that ALIVE teachers demonstrated a very satisfactory level of knowledge in technology, pedagogy, and content. While strong content mastery and pedagogical competence were evident, lower ratings were observed in engagement with professional development activities and experimentation with new technologies. The findings highlight the need for sustained institutional support and continuous professional development to strengthen instructional innovation in ALIVE education.
Abhishek Kumar Thakur, Dikshita Hazarika
ChatGPT exemplifies how advanced language models are reshaping communication, education, and decision-making by providing instant, context-aware responses across domains. Understanding attitudes toward ChatGPT is crucial today because public trust, ethical concerns, and perceived usefulness will determine how widely and responsibly these AI tools are adopted. The purpose of the present study was to examine the attitude of Post Graduate students of Dibrugarh University towards the use of ChatGPT for academic purposes. The study was conducted in Dibrugarh University, Assam. The descriptive survey method was used for the present study. Stratified random sampling technique was used to select a sample of 210 Post Graduate students from Arts, Commerce, and Science streams, ensuring equal representation of male and female students. The primary data were collected through an adapted version of the standardized “Attitude Towards ChatGPT Scale” developed by K. Thangavel and A. Gangadharan (2023). The collected data were analysed using statistical techniques such as mean, standard deviation, t-test, and ANOVA to interpret the results and draw conclusions. The findings of the study revealed that the overall attitude of Post Graduate students towards the use of ChatGPT for academic purposes was highly positive. It was also found that there was no significant difference between male and female students in terms of their attitude. However, a significant difference was observed among students from different academic streams, where Commerce students showed a more positive attitude compared to Arts and Science students. The study concluded that ChatGPT is widely accepted as a useful academic tool among Post Graduate students. However, the variation among academic streams indicates the need for proper awareness and training to ensure effective and ethical use of AI tools in education. The study recommends that educational institutions should organize training programmes, include AI tools in the curriculum, and develop clear guidelines for responsible use to enhance the quality of teaching -learning processes.
Raduan.S, Phang TY
The growing prominence of digital platforms has significantly reshaped health communication, particularly among young adults. This study examines the role of new media in promoting health awareness among university students in Klang Valley, Malaysia, with a focus on frequency of usage and perceived credibility. A quantitative cross-sectional survey was conducted with 106 respondents using a structured questionnaire. The findings indicate that students actively utilise platforms such as Instagram and TikTok for health-related information. Correlation analysis shows significant positive relationships between new media usage, perceived credibility, and health awareness. Regression results further reveal that both variables significantly predict health awareness, with perceived credibility emerging as the stronger predictor. The study demonstrates that while new media enhances access to health information, its effectiveness depends on the trustworthiness of the content. These findings highlight the importance of promoting credible digital health communication and strengthening digital health literacy.
Banele Mpande, Musawenkosi Moyo, Sibusisiwe Dube, Sinokubekezela Princess Dube, Thembelihle Siwela, Tiese Chazuza
Artificial Intelligence (AI) driven educational platforms are transforming education towards personalized learning. Despite the affordances of AI-driven education platforms, concerns about data privacy, ethical issues in data handling, and regulatory compliance limit their widespread adoption. Adding to this is the limited literature that comprehensively explains the types of AI-driven educational platforms, their challenges, and the strategies for ensuring data privacy in them. This study presents findings from a Systematic Literature Review (SLR), guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) model. Included in this study were 27 journal articles drawn from Science Direct, IEEE, Springer Nature Link, and Google Scholar. The results of this study categorized the AI-driven educational platforms into Learning Management Systems (LMSs), adaptive learning, intelligent tutoring systems, learning analytics, and AI-personalized learning platforms, AI-enabled educational tools and automated scoring systems, and general AI education systems. Furthermore, several challenges of these AI-driven educational platforms were identified, which include data privacy, data breaches, bias, and the implementation of the AI-driven educational platforms. The strategies for ensuring data privacy include data encryption, user authentication, regular audits, adherence to the General Data Protection Regulation (GDPR), and differential privacy. These results facilitate the development of policies for ensuring that the AI-based educational platforms are secure, considering the large volumes of data that are collected by these and used in systems.
Katharine L. Allen
The U.S. Supreme Court ruling in Mahmoud v. Taylor held that parents had the right to opt their child out of LGBTQ+ content at school. While the ruling made headlines in religious and LGBTQ+ circles, its underlying practical, philosophical, and religious implications are only beginning to unfold. From a practical standpoint, the Mahmoud ruling challenged whether “diversity” and “inclusion” objectives justified removing parental opt outs to ensure all children were exposed to LGBTQ+ marriage and sexuality beliefs. While the Court’s ruling ultimately sided with parental First Amendment protections, it remains to be seen how this holding will apply to unique yet similar situations ahead. On a philosophical level, the Mahmoud ruling solidifies the dichotomy of LGBTQ+ marriage and sexuality beliefs: one cannot simultaneously find them both morally acceptable and morally sinful. This dichotomy of beliefs emerges through competing worldviews, of which only one may prevail in the classroom. From a religious perspective, LGBTQ+ beliefs are marketed as a secular civil rights issue, yet some view it instead as sexual content. The Mahmoud Court acknowledged that definitions of marriage and sexuality are rooted in religious beliefs and doctrines, holding that teaching LGBTQ+ marriage and sexuality beliefs to children against their parents’ religious beliefs was a First Amendment violation. When schools teach a sexuality doctrine tied to religious beliefs, it leaves one to wonder where philosophy ends and religion begins in public education. The practical applications of Mahmoud are numerous, yet the underlying implications of the ruling leave one wondering if public education can ever be truly secular, free from philosophical worldviews and religiously rooted beliefs.
Ian Karlo Concha Silagan, Lalaine G. Sariana, PhD
Although this study had small sample size (N=15), it concludes that the ARAL Reading Program significantly enhances both numeracy and problem-solving skills. However, the unexpected negative correlation implies that improvement in numeracy does not necessarily translate to improved problem-solving skills. This suggests the need for more integrated instructional approaches that directly connect numeracy skills with problem-solving skills. It is also important to note that the outcomes may be influenced by other external or confounding variables like comprehension, thus, a call for another study.
Arulnesan Priscilah Nivetha, Vithusia Prashanth
This research investigates the use of buzz group discussions among university students in a classroom-based pedagogical study to boost their involvement and participation in lectures, while simultaneously improving their soft skills as independent learners. Conventional lectures tend to reduce students to passive listening, where they are forced to take notes while content is presented to them. This inactivity not only diminishes their involvement but also restricts the development of essential skills such as communication, collaboration, problem-solving, and critical thinking. Buzz group discussions provide an engaging option. In buzz group discussions, students form pairs or small groups to talk about a question or topic and must present their findings with justifications. These groups enable students to challenge their understanding, inquire, and feel inspired about the course content. The buzz group technique is thus more effective in teaching than conventional methods, as it actively involves students in discussion and fosters healthy group interaction, ultimately sharpening their communicative abilities. It's particularly effective in larger classes, encourages participation from shy students, and allows for more varied input and responses within a scheduled time frame. This study investigates how buzz group discussions facilitate active learning and the development of soft skills among university students. The results indicate a favorable view of this innovative group discussion approach. Engaging in discussions within small groups is very advantageous. Students realize the improvement in their soft skills, such as communication and teamwork. Group discussion provides them with the opportunity to learn materials actively, creatively, and collaboratively with their peers, developing confidence in expressing their thoughts. This modification of the teaching method makes their learning more dynamic and interactive, which results in better development of their skills.
Dr. Cleopas Bette Ranes-Jacutin
The study examined the employment outcomes of Economics graduates within the Philippine labor market. It determined whether these graduates were employed by public sector organizations such as government agencies, state-owned corporations, and regulatory bodies, or by private institutions, including corporations, banks, consultancy firms, the education sector, and commercial businesses. Beyond sectoral distribution, the research examined the prevailing employment opportunities and specific workplace-related obstacles encountered by the participants. Employing a mixed-methods research design, the study utilized structured questionnaires and semi-structured interviews, with data analyzed through descriptive statistics such as frequency distributions, percentage counts, and rankings. Key findings revealed that the majority of Economics graduates have secured employment predominantly within the industry sector. A significant number of participants work within private employers rather than in government offices and hold permanent or regular positions. Despite this job stability, several obstacles to career progression emerged, most notably a lack of civil service eligibility, insufficient work experience, and technical skill gaps. Furthermore, the findings highlighted that deficits in advanced academic units and a mismatch between educational training and practical job demands remain significant hurdles. Consequently, these identified competency gaps provide the empirical foundation for a proposed curriculum redesign and educational activities intended to align higher education with contemporary industry requirements for sustainable career success and professional mobility.
Bernarda R. Villarojo, Michelle S. Olaivar, Samuel J. Gulayan
The study examined relationships between leadership skills, resilience, challenges, coping strategies, and lived experiences of public-administrators in Bohol Division. Anchored on Resilience Theory, Transformational leadership Theory, and Digital Learning Theory, the study employed a convergent parallel mixed-method design. Quantitative data were gathered from 150 administrators across three congressional districts during the School Year 2024-2025 using validated instruments, including the CORE Resilience Framework and leadership and digital leadership scales. Qualitative data were collected through in-depth interviews with 15 administrators and analyzed using Clarke and Braun’s thematic analysis. Descriptive statistics, Chi-square test, and Spearman rho correlation were used for quantitative analysis. Findings revealed that administrators demonstrated high levels of resilience and leadership skills and competent to effective digital leadership skills. A significant positive relationship was found between leadership and resilience. However, no significant relationship emerged between resilience and digital leadership skills, nor between traditional leadership skills and digital leadership competencies. Training participation and educational attainment showed significant associations with digital leadership skills.
Nurul Ain Mohd Daud, Wan Yonsharlinawati Wan Jaafar
The integration of artificial intelligence (AI) into English language education has generated considerable scholarly interest, particularly in the context of self-regulated learning (SRL). Despite the rapid proliferation of AI-powered tools such as intelligent tutoring systems, automated writing evaluators, and speech recognition platforms, a coherent conceptual model that systematically articulates the interplay between human pedagogical agency and technological scaffolding remains underdeveloped. This paper addresses this gap by proposing a conceptual model of Human–Technology Scaffolding (HTS) in AI-assisted SRL for tertiary-level English-language education. Drawing upon Zimmerman’s cyclical model of SRL, Vygotsky’s zone of proximal development, and recent advances in human–AI co-regulation, the proposed framework delineates three interconnected layers: adaptive AI scaffolding, metacognitive mediation, and instructor-guided co-regulation. Through a synthesis of 70 peer-reviewed sources from Scopus-indexed journals published between 2018 and 2026, the paper critically examines how AI tools support the forethought, performance monitoring, and self-reflection phases of SRL across writing, speaking, listening, and reading. The model further accounts for ethical dimensions, including algorithmic bias, data privacy, digital equity, and the risk of over-reliance on automated systems. Implications for curriculum design, teacher professional development, institutional policy, and technology development are discussed. The paper concludes with a research agenda that emphasises the need for mixed-methods empirical validation, culturally responsive AI design, and longitudinal studies on affective and motivational outcomes in diverse educational contexts.
Dr. D.V.S. Ganapathi Raju
With the expansion of internet access, smartphone and digital device penetration, platform-oriented learning systems, and the increasing integration of AI, EdTech has emerged as one of the key components of the Indian digital economy. Rapidly advancing AI is enabling the education ecosystem to transform through personalized and learner-centred approaches., predictive analytics and automated assessment and evaluation , content consumption and patterns, the time learners spend on platforms, their interest areas, and recommendation systems. The expansion of these technologies enables broader access across regions and various demographics and become an enabler of the large informal learning stream in India that supports the India’s digital initiatives. However, while witnessing these advancements and rapid growth there is a concern on psychological implications associated with AI-mediated learning as these algorithms increasingly make the learners dependent which is key aspect of excessive cognitive load. This study analyzes the future scope and scale of EdTech in India and examines the psychological and mental health implications of AI-driven learning systems.
Atul Kumar Singh, Sachin Chauhan
The policing system in India has to deal with significant workload with limited human and institutional capacity. This paper tires to find how Artificial Intelligence when integrated into Crime and criminal tracking Network and systems can help in strengthening the speed and quality of FIR drafting, or FIR Automation with smoothen routine documentation and data centric decision implementation. The analysis of the study was done by using verified secondary sources that helped in understanding the patterns of investigation, reporting and digital adoption that undermines the debate of India’s transition in evidence based-policing technologies that also require Digital Policing Reforms. This paper draws a comparison between domestic developments with international models and tries to identify the gaps where AI can reduce the clerical burden and assist in disposing caseloads. Issues of transparency, privacy protection and responsible accountability that are transformed by the ethical and legal principles are also emphasized in this study. The findings suggest that AI should be introduced gradually and carefully with each AI adoption being evaluated using real data and measurable outcomes eventually transforming the Indian Criminal Justice system.
Arnida Jahya, Idris Osman
This study evaluates the effectiveness of a SULAM-based Talent Acquisition Module (TAM) in enhancing employability competencies among madrasah students in Melaka, Malaysia. Grounded in Experiential Learning Theory, this study addresses the persistent gap between academic learning and labour market readiness, particularly in underrepresented educational contexts with limited exposure to structured career development. A quantitative pre–post intervention design was employed, involving 157 participants from three madrasah institutions. Data were collected using a structured questionnaire measuring programme effectiveness (PE), knowledge evaluation (KE), and SULAM implementation (SI), and analysed using descriptive statistics and gap analysis. The findings indicate a high level of PE, with consistently strong satisfaction across facilitator performance, engagement, and module delivery. KE results demonstrate substantial improvements in employability-related knowledge and confidence, particularly in understanding job search skills, application ability, and confidence in seeking employment. More importantly, the pre–post SULAM implementation analysis reveals significant gains across all items, with mean scores increasing from low baseline levels to high post-intervention levels, resulting in large gap values. These findings indicate a transformative impact of the programme on participants’ ability to apply, retain, and disseminate employability knowledge. Overall, the results suggest that structured experiential learning integrated with employability-focused training can significantly enhance job search competencies, confidence, and knowledge sustainability. The study contributes to the employability literature by extending service-learning research beyond civic outcomes to include structured career development within non-mainstream educational settings. It also highlights the effectiveness of SULAM as a scalable intervention in bridging employability gaps among underrepresented student populations.
Anaam Saqer Al Mamari
This study investigates the reading difficulties that Grade 10 face as perceived by students and teachers in Al Seeb government schools, Oman and discover how these difficulties vary according to gender and English level. It also tries to detect whether there are statistically significant differences between grade 10 students’ and ELT teachers’ perceptions of reading difficulties, as well as discovering the most effective remedies to overcome these difficulties. The study employed a quantitative, descriptive research design. All grade 10 students and their ELT teachers in Al Seeb government schools were the target population, and this study used a random sample size of 280 students and 37 ELT teachers. To ensure validity and reliability, the research instruments were piloted on a small group prior to the main data collection. Data was gathered using an electronic survey and analyzed using descriptive statistics via SPSS. The findings revealed that Grade 10 students experience reading difficulties at a moderate level, with retention difficulties being the most prominent. ELT teachers perceived reading difficulties at a high level. To overcome the reading difficulties faced by grade 10 students, the study recommends exposing students to multiple types of reading texts, favored by efficient materials in the English language, and giving them more practice and activities in reading skills. Additionally, it is recommended that the Ministry of Education provide training courses for the teachers and supply schools with English Language laboratories.
Karim, Norifansyah, Rahmita Noorbaiti
Students frequently encounter difficulties solving word problems, particularly those that require contextual understanding, conceptual application, and procedural accuracy. This study aims to analyze the types of errors students make and identify the dominant errors in solving sequence and series word problems set within a wetland environmental context. A descriptive approach was employed within a mixed-methods explanatory design. Data were collected through written tests and structured interviews, and subsequently analyzed using Kastolan's error theory, encompassing conceptual, procedural, and technical errors. The research subjects comprised 29 Grade XI-4 students at State Senior High School 13, Banjarmasin. Quantitative analysis was conducted to calculate the percentages for each error type and to determine the interview subjects, while qualitative analysis was used to examine the underlying causes of student errors. The findings revealed that students committed all three error types, with conceptual errors accounting for 27.84%, procedural errors for 36.08%, and technical errors for 36.08%. Procedural and technical errors were identified as the dominant error types. Procedural errors were characterized by unsystematic solution steps and the omission of conclusions, whereas technical errors involved mistakes in arithmetic operations, mathematical notation, and value substitution. These dominant errors were primarily due to students' inability to interpret contextual information and translate it into appropriate mathematical models, as well as their lack of familiarity with systematically organizing solution steps. Interview data further confirmed that errors stemmed from insufficient understanding of mathematical modeling and computational inaccuracies. These findings underscore the importance of instructional approaches that prioritize conceptual understanding, procedural sequencing, and computational accuracy in solving contextual word problems.
Alexis Calda, Jan Lordy B. Pabalate, John Mark A. Abarrientos, Julian Yñigo P. Diaz, Keith Kilian P. Gonzales, Marianne Shalimar G. Del Rosario, Nash Daniel P. Panopio, Sievert Rad Alviar
This study aimed to analyze airport operations, identify the causes of delays, and examine how these delays are influenced by personnel involved in airside operations. A mixed-method approach was utilized, gathering data from 14 respondents, including Flight Operation Officers, Aircraft Mechanics, and Ground Crew. Surveys were used to examine and compare responses, which informed the development of interview questionnaires. The results revealed that delays result from a cascade of events, with factors such as weather, maintenance, and premeditated delays serving as root causes. Considering human factors, the study found that while aviation personnel are well-trained, limitations such as inadequate facilities and high operational loads without sufficient manpower may lead to minor deviations that accumulate into significant delays. The study suggests that clear communication of processes between airports, airlines, and aviation personnel regarding premeditated delays caused by uncontrollable factors may help mitigate their impact on scheduled operations. The findings emphasize the importance of understanding and managing the effects of delays rather than attempting to eliminate them entirely, as delays can serve as a mechanism to balance safety, operational schedules, and passenger satisfaction.
Kabir Haruna Kaita, Mahmud Malami Shallah, Sanusi Sani Danmali
The persistent inadequacy of laboratory facilities in Nigerian teacher-training institutions continues to hinder effective science and vocational skill development, particularly in the acquisition of practical competencies required for 21st-century. This study examined the effectiveness of Virtual Simulated Laboratories (VSLs) as an alternative instructional approach for enhancing student engagement and practical skill acquisition at the Federal College of Education, Gidan-Madi. The study adopted a quasi-experimental pre-test–post-test control group design involving 80 NCE II science and vocational students assigned to an experimental group (n = 40) exposed to VSL-based instruction and a control group (n = 40) taught using conventional laboratory methods. Data were collected using the Practical Skills Assessment Checklist (PSAC), Structured Observation Guide, and Participant Reflection Protocol, with reliability coefficients of 0.84, 0.78, and 0.75 respectively. Data were analysed using descriptive statistics, independent samples t-test, and Analysis of Covariance (ANCOVA) at the 0.05 level of significance. The findings revealed that students exposed to VSL-based instruction demonstrated significantly higher engagement scores (M = 78.65, SD = 6.21) than those in the control group (M = 62.40, SD = 7.08), t(78) = 9.87, p < .001. Furthermore, practical skill acquisition improved significantly among students in the experimental group (mean gain = 42.2) compared to the control group (mean gain = 25.3), with ANCOVA results indicating a significant group effect, F(1, 77) = 48.62, p < .001. These results confirm that VSL-based instruction substantially enhances both student engagement and practical competencies in science and vocational education. The study concludes that Virtual Simulated Laboratories provide a cost-effective, scalable, and contextually relevant solution for improving practical teaching and learning in resource-constrained teacher-training institutions. However, effective implementation requires addressing infrastructural constraints and integrating VSLs within a blended instructional framework that combines virtual simulations with physical laboratory experiences. It is recommended that educational institutions and policymakers promote the integration of Virtual Simulated Laboratories into teacher education curricula, invest in digital infrastructure, and support continuous professional development for educators to ensure sustainable adoption.
Nguyen Thi Thuy My
In competency-based education, History teaching is expected to move beyond factual knowledge transmission toward developing students’ historical thinking competence (Ministry of Education and Training, 2018, 2022). This study investigates how constructivist theory can inform the organization of History teaching activities to enhance students’ abilities in reasoning, interpretation, comparison, contextualization, and evidence-based argumentation—key dimensions of historical thinking (Cinnamon et al., 2021; Wiley et al., 2020; Wilke et al., 2022). A quasi-experimental design was conducted with two Grade 11 classes over four weeks. The experimental group engaged in constructivist-oriented strategies, including discovery learning, problem-based learning, historical debate, flipped classroom, and project-based learning, while the control group received traditional instruction (Hämäläinen et al., 2023; Pan et al., 2023). Students’ competence was assessed using a nine indicator rubric aligned with contemporary approaches to measuring causal reasoning and evidence use in History learning (Ningsih & Abidin, 2022; Wilke et al., 2022). The findings show significant improvements in the experimental group, particularly in causal reasoning, interpretation, comparison, and the use of historical evidence. The study provides empirical support for applying constructivist pedagogy in History education and offers practical implications for implementing competency-based curricula (Ministry of Education and Training, 2019, 2020).
Dr Mark Patience Ukwuori
Digital transformation has emerged as a fundamental concern for educational institutions worldwide as technological breakthroughs continue to reshape teaching, learning, and administrative processes. The integration of digital technologies into educational systems requires not only technological infrastructure but also strategic leadership capable of guiding institutional transformation. This study examines leadership approaches that facilitate sustainable digital transformation in educational institutions. The paper explores how leadership approaches such as transformational leadership, distributed leadership, and digital leadership influence technology integration and institutional resilience. Drawing on contemporary scholarship in Educational Leadership and digital innovation, the study conducts a conceptual review of literature published between 2020 and 2025. The analysis identifies several leadership strategies that support enduring technology integration, including the development of strategic vision, digital competency building, collaborative governance, and evidence-based decision-making. Findings indicate that educational leaders who cultivate supportive institutional cultures, promote professional learning communities, and align technological initiatives with pedagogical goals are more likely to achieve sustainable digital transformation outcomes (Bond et al., 2021; Fullan et al., 2023). The study concludes that effective leadership remains the most significant factor in ensuring that digital transformation leads to long-term educational improvement rather than short-term technological adoption. Implications for policy development, leadership training, and future research are discussed.
Jonah Marich A. Laroza, Leo C. Naparota
The increasing integration of Artificial Intelligence (AI) in education has significantly transformed how students access information and complete academic tasks. This study determined the relationship between AI dependence and the students’ knowledge retention and critical thinking skills in one of the higher education institutions in Misamis Occidental. The study employed a descriptive-correlational research design and involved 218 criminology students selected through stratified random sampling. Data were gathered using validated questionnaires measuring AI usage, knowledge retention, and critical thinking skills. In analyzing the data, the Mean, Standard Deviation and Spearman's Rank-Order Correlation Coefficient were used. The findings revealed that AI dependence among criminology students was moderate, while knowledge retention and critical thinking skills were both high. Statistical analysis showed that AI dependence influenced knowledge retention and critical thinking skills. However, it varied across dimensions, with stronger associations observed in evaluation and decision-making than in analytical reasoning. The study concludes that AI can be a valuable academic support tool; however, its effectiveness in developing higher-order thinking depends on how it is utilized. It is recommended that teachers promote responsible AI use and design learning activities that enhance critical thinking and independent learning.
Mweemba Hikaamuna
Mobile learning (m-learning) has emerged as a transformative approach to addressing educational access challenges in developing countries. This study examines the effectiveness of different categories of mobile learning platforms in improving access to education in developing countries. Using a mixed-methods approach, data were collected from 210 students and lecturers. Platforms were classified into social-media-based tools (e.g., WhatsApp, Telegram) and Learning Management Systems (e.g., Moodle Mobile). Quantitative analysis revealed a strong positive relationship between mobile learning usage and academic performance (r = 0.620, p < 0.05). Multiple regression analysis indicated that mobile learning usage and digital literacy significantly predict academic performance, explaining 42.7% of variance. Correlation analysis further showed a significant relationship between digital literacy and academic performance (r = 0.58, p < 0.05). Findings indicate that LMS platforms yield higher engagement compared to social media tools. However, challenges such as high data costs, poor connectivity, and digital literacy gaps persist. The study concludes that mobile learning significantly enhances educational access, but platform type and user capability critically influence outcomes.
Ahmad Fuad Mohamad Amin, Aminuddin Hassan, Shuhaimi Abu Seman, Tajularipin Sulaiman
This study aims to investigate the usability of the REAL-MPC Module (Resilience, Efficacy, and Awareness Module for Gifted Students) in Additional Mathematics and examines its implications for students’ resilience, self-efficacy, and self-awareness. A Design and Development Research (DDR) approach was employed, followed by a quasi-experimental evaluation involving a treatment group (n = 20) and a control group (n = 20). Data were collected using validated questionnaires measuring the three psychological constructs and a usability instrument based on the USE framework (usefulness, ease of use, and satisfaction). The findings indicate that the REAL-MPC module achieved a high level of usability across all dimensions (Usefulness: M = 4.18; Ease of Use: M = 3.98; Satisfaction: M = 4.24). Paired-samples t-tests revealed significant improvements in resilience, self-efficacy, and self-awareness among the treatment group (p < .001). Independent-samples t-tests further showed that the treatment group outperformed the control group in post-test scores (p < .01). These results suggest that the usability of the REAL-MPC module is closely associated with positive psychological outcomes, highlighting its practical value in supporting holistic learning among gifted students. The study provides empirical evidence for integrating psychological constructs within mathematics instruction and underscores the importance of usability in educational module design.
AWOTUNDE, Toluwase Ayanronke, Dr. Oyewale Gbemisola Mary, SALIU, Kayode Ajisafe
The National Open University of Nigeria (NOUN) was established to offer accessible and flexible education. However, the institution seems not gaining wide public acceptance from inception due to its perceived low academic quality, unethical practices, and lack of parity with conventional universities, resulting in low interest from prospective students and parents. This study therefore, examined the trend in student’s enrollment and challenges of NOUN from 2003 to 2023. The study was a survey design method. The instrument adopted and validated for the study were profoma and interview schedule for administrators. Qualitative data were analyzed thematically, The findings of the study revealed that: the study indicated that most substantial enrolment growth occurred between 2007 and 2008, with a 93.33% increase that is, the enrolment rose from 105,000 to 308,000. The enrollment continued to rise steadily, with a notable surge in 2023, reaching 615,000 students. the findings revealed that the most frequently reported issues were poor programe and policy implementations, inadequacy of media technologists for production and delivery of learning materials. The study concluded that NOUN’s establishment and growth align with its mission to democratize access to university education in Nigeria. This implies that NOUN is helping to break down barriers in education, making it more accessible to a wider range of people. The study therefore, recommended target student support services for more effective operation of NOUN.
Dr Chinyere Ihuoma Awa, Dr Joseph Onyekperem, Sr Dr Uchechukwu Marypatrick Onokafor
The study assessed the application of the principles of constructivism theory in Middle Basic Education Class in Owerri Senatorial Zone of Imo State. The population of the study consist 491,507 pupils in the middle basic classes of the 500 Public Basic Education schools. The participants are made up of 492 pupils drawn from 0.5 percent of the entire population. The design of the study was an evaluation research which involved an instrument: Principles of Constructivism Application Rating Scale (PCARS). The instrument was validated by experts. Based on Crombach – α approach using a one trial administration of PCARS on 30 students, a reliability coefficient of 0.91 was obtained. Mean scores and standard deviation were used to answer research questions. The result revealed all five principles of constructivism are applied in the Middle Basic Education Classes in the area studied. The Nigerian Educational system incorporates all aspects of constructivism, especially in policy and curriculum design, the actual implementation in the classrooms is very commendable. Capacity building and training of teachers for the Middle Basic Education level toward increased application of constructivism principles should be seriously addressed by Governments.
Carl Jared B. Libay, Elleser B. Oposa, Jade Andrew G. Unabia, Janel S. Noguerra, Marian M. Blase, Oscar S. Recto, Jr, Zhillian Salvaloza
This study examined the benefits of the Pantawid Pamilyang Pilipino Program (4Ps) for student-beneficiaries of Dapa National High School, focusing on how the program supported their education and health. A quantitative-descriptive research design was used, and data were gathered from 359 Grades 7–12 student-beneficiaries through a validated survey questionnaire. Results showed that students viewed the program as moderately effective (M = 3.13, SD = 0.67), in helping them attend school, participate in class, and lessen financial problems related to education. They also agreed that the health component of 4Ps was helpful (M = 3.17, SD = 0.67), especially in encouraging regular check-ups, providing health information, and improving nutrition. Findings revealed that age had a significant effect on educational outcomes (F = 3.43, p = 0.001), while sex showed a significant effect on health outcomes (F = 7.54, p = 0.01). Grade level and number of siblings did not show notable differences (p > 0.05). The relationship between perceived health benefits and educational benefits was positive but not significant (r = 0.091, p = 0.150), meaning improvements in one area did not automatically improve the other. This means that 4Ps supports student-beneficiaries in meaningful ways, but the program’s impact can be strengthened by connecting its health and education components more clearly. Thus, it is imperative to conduct an IEC (Information, Education, and Communication) campaign to help students better understand the program, improve their study habits, and practice healthier routines.
Krisha T. Liporada
Teachers are poorly engaged in research. The influence of attitude toward research and research self-efficacy on research engagement is examined. Using predictive design, collecting 317 data from elementary teachers selected through stratified random sampling, utilizing a survey questionnaire, findings revealed that determinants together significantly influenced the criterion, partly affirming the Theory of Planned Behavior. Further studies to locate the remaining 40.1% variance in the criterion is recommended. Exploring potential variables emerging from qualitative studies may supplement such a recommendation.
Maria Teresa M. Rodriguez, Myra F. Ruin, Myra F. Ruin, Ofelia B. Maningas, Roderico S. Ruin
This descriptive correlation quantitative research study aimed to determine the level of awareness and attitude towards Laro ng Lahi of the Junior High School students in selected schools of District of Los Banos. Simple random sampling technique was used in selecting the respondents. A modified and validated survey-questionnaire was developed to obtain the respondent’s profile: grade level, age, sex, and family income. To assess the level of knowledge of the respondents in every Laro ng Lahi, statements were formulated that focused on the characteristics of each game, and level of attitude towards playing games. Based on the findings, majority of the respondents are female and have family income within the range of PhP1,000-5,000. It is found that they were aware of different Laro ng Lahi: patintero, agawan base, piko, and luksong tinik, however, they were not aware of the game siato/tsato. Based on their attitude towards games, they were willing to engage themselves in playing games as one of their recreational activities in school. Furthermore, they found the games interesting and could help them to energize, stimulating, and developing socialization. Although they were moderately positive about their fear of playing games and even getting tired and bored, still had positive attitude towards the said games, that it is an enjoyable to play. From these results, physical education teachers are encouraged to design their physical education curriculum guide to include the Laro ng Lahi as part of the students’ physical activities. The students may engage themselves in playing laro ng lahi to preserve as one of the Filipino cultures, as an alternative to modern games
Jonathan C. Diola, Mhar Vincent P. Ragma, Paul Michael P. Felstead.
Preventive maintenance (PM) is critical for ensuring industrial asset reliability, efficiency, and safety. This qualitative phenomenological study explored the perspectives of 12 mechanical engineers in Tarlac regarding PM strategies, implementation challenges, and the influence of personal and organizational factors on asset reliability. Data were collected through semi-structured interviews and document analysis, then analyzed using thematic analysis, resulting in three major themes: (1) diverse conceptualizations and implementation of preventive maintenance, (2) facilitators and barriers to effective PM, and (3) the influence of personal beliefs, organizational culture, and industry dynamics on maintenance practices. Findings reveal that engineers’ engagement with preventive maintenance is shaped by technical expertise, organizational support, resource availability, and individual initiative, while barriers such as tight budgets, outdated equipment, and operational constraints limit full implementation. The study underscores the need for a holistic approach that integrates technical training, organizational strategies, and supportive policies to enhance preventive maintenance practices in regional industries. Recommendations include professional development, modernization of equipment, structured maintenance programs, and policy initiatives to support sustainable and effective PM practices in the Philippines.
Arlyn A. Garay, Imelda O. Reyes
Leadership in schools is often experienced not only as a position of authority but as a dynamic journey of navigating demands, relationships, and purpose. This study explored the lived experiences of middle-level managers in academic institutions. Grounded in qualitative inquiry, the study employed a hermeneutic phenomenological research design based on van Manen’s (1990) approach to capture the essence and meaning of participants’ experiences. The study was conducted in selected public schools in the Misamis Occidental Division, with twelve (12) participants purposively selected based on established inclusion criteria. Data were gathered through in-depth interviews using a researcher-developed interview guide and analyzed through thematic interpretation anchored in lifeworld existentials. From the analysis of participants’ narratives, five major themes emerged: Strain and Resilience in Leadership Responsibilities; Collaborative and Empathetic Leadership in Building School Relationships; Balancing Workload and Developing Competence Over Time; Purposeful Leadership in Translating School Vision into Collaborative Practice; and Leadership Shaped by Institutional Resources and Structural Demands. Middle-level managers’ leadership is shaped by resilience, collaboration, competence, alignment with vision, and adaptability. Schools may consider supporting middle-level managers through professional development and strengthened organizational practices.
Mr Collade Ngoni Murungu, Mrs Morelate Kupfuwa, Ms Marjory Nyazema
Blended learning has gained prominence in higher education over the past two decades, driven by rapid technological advancements and increasing demand for flexible, student-centred learning environments. This study examined lecturers’ perceptions of blended learning as a pedagogical approach for enhancing student learning at Midlands State University, Zimbabwe. Guided by an interpretivist paradigm, the study adopted a qualitative phenomenological design to explore lecturers’ lived experiences with blended teaching practices. Data were generated through semi-structured interviews with purposively selected lecturers who had experience implementing blended learning. Interviews were conducted using face-to-face interactions, telephone calls, and WhatsApp platforms. The data were analysed thematically following the procedures proposed by Braun and Clarke (2006).The findings indicate that lecturers generally perceive blended learning as beneficial in supporting student learning through enhanced flexibility, improved access to learning resources, and opportunities for personalised instruction and skills development. Lecturers also acknowledged increased student engagement and learner autonomy associated with blended learning approaches. However, these positive perceptions were tempered by significant challenges, including unstable internet connectivity, limited access to digital tools, and increased lecturer workload. The study concludes that while blended learning holds considerable pedagogical value, its effectiveness is highly dependent on institutional conditions, lecturers’ digital competence, and sustained pedagogical support. The study recommends that universities invest in robust technological infrastructure, provide continuous professional development for lecturers, and introduce institutional support mechanisms such as teaching assistants to manage workload demands. Future research is encouraged to adopt mixed-methods approaches and include perspectives from ICT support staff across multiple universities to enhance contextual understanding of blended learning implementation in Zimbabwe.
Christian G. Parungao, Jonathan C. Diola, Paul Michael P. Felstead
This study examined safety failures and recovery practices among mechanical engineers and maintenance workers in Region III (Central Luzon), Philippines, using a qualitative phenomenological approach. Interviews with 12 participants across manufacturing, agro-processing, and cold storage industries revealed that safety failures were both technical and socially embedded, arising from interactions between human operators, equipment, and organizational systems. Workers actively engaged in adaptive recovery strategies, including problem-solving, temporary workarounds, and team coordination, to maintain operational safety. Organizational factors, such as supportive management, training, resources, and workplace culture, significantly influenced the effectiveness of preventive maintenance. Findings highlight the importance of human-centered approaches, resilience-oriented practices, and context-sensitive policies for enhancing industrial safety in regional and developing-country settings.
Abdulaziz Saleh Saeed Al-Hendi, Jonathan C. Diola, Phd, Paul Michael P. Felstead, Edd
Sustainability has become a critical consideration in mechanical engineering, requiring professionals to balance environmental, economic, and social responsibilities in design, manufacturing, and operational processes. This qualitative phenomenological study explored the perspectives of ten licensed mechanical engineers in Pangasinan to understand how they define, implement, and navigate challenges in sustainable engineering practices. Data were collected through semi-structured interviews and document analysis, and analyzed using thematic analysis, resulting in three major themes: (1) diverse conceptualizations of sustainable engineering practices, (2) facilitators and barriers to implementing sustainability, and (3) the influence of personal beliefs, workplace culture, and industry dynamics on sustainability actions. Findings revealed that while engineers are aware of sustainable principles and motivated by personal and organizational factors, practical implementation is often constrained by limited resources, management priorities, and systemic challenges. The study highlights the complex interplay between individual, organizational, and contextual factors in shaping sustainable engineering practices and underscores the need for holistic approaches that integrate technical expertise, organizational support, and policy guidance. Recommendations include fostering professional development, enhancing organizational culture and resources, integrating sustainability into engineering curricula, and developing regional policies and guidelines to support long-term adoption of sustainable practices in the Philippines.
Aatreyee Kar, Aratrika Deb
Culturally Responsive Pedagogy (CRP) is an essential asset-based approach for enhancing inclusivity in India’s diverse classrooms. In a landscape defined by vast linguistic and socio-economic differences, CRP makes learning meaningful by understanding and validating student identities. Recent data from the UNESCO "Bhasha Matters" Report (2025) indicates that 44% of Indian students face a "language mismatch" between home and school, positioning CRP as a functional necessity. This report explores the significance, benefits, and challenges of CRP, supported by recent empirical evidence from West Bengal. Synthesising qualitative insights from Jadavpur University (2026) on tech-enabled teacher training with quantitative data from The Social Science Review (2025), the study examines the impact of Culturally Responsive Instruction (CRI) on middle school students. Statistical analysis using a t-test reveals that CRI significantly boosts mean scores in socio-emotional competencies from 67.32 to 90.23. The findings indicate that while CRP fosters academic achievement and social harmony, significant roadblocks remain. These include curriculum rigidity and a persistent training gap, with over 60% of educators in West Bengal reporting inadequate preparation for diverse classrooms. The report concludes that for CRP to be successfully institutionalised, it must align with NEP 2020 mandates for multilingualism and leverage digital tools to reduce educator bias. Ultimately, integrating local "cultural capital"—such as vernacular storytelling models—is vital for closing equity gaps and transforming the Indian education system into a truly equitable and inclusive environment.
Tina Omolola Festus-Hart
Inclusive education has become a global priority for achieving equitable and sustainable development in education. In science education, especially chemistry, teachers' competence and readiness are vital for ensuring all learners including those with disabilities and diverse needs participate actively in scientific learning. This position paper discusses the preparedness of chemistry teachers for inclusive classrooms in Nigeria, identifying barriers to effective implementation and potential solutions to strengthen teacher capacity. Based on the principles of the National Policy on Inclusive Education (Federal Ministry of Education, 2023) and existing literature on inclusive pedagogy, teacher competence, and STEM education, the paper views teacher preparedness as a multidimensional concept involving pedagogical skills, inclusive attitudes, technological proficiency, and adaptable teaching methods. Evidence from previous research shows that, despite policy commitments, many Nigerian chemistry teachers lack adequate training in differentiated instruction, assistive technologies, and classroom management for inclusion. Structural challenges such as insufficient funding, weak policy enforcement, and limited professional development opportunities further hinder teachers’ ability to support diverse learners effectively. The paper emphasizes that enhancing chemistry teachers' preparedness is crucial for promoting scientific literacy, developing problem-solving skills, and building a society capable of sustainable development. Recommended strategies include increased funding for inclusive STEM education, curriculum updates in teacher training, regular professional development for current teachers, and stronger oversight of inclusive education policy implementation. In conclusion, investing in teachers' capacity is essential to translate the principles of inclusive education into effective classroom practices that support national development objectives.
Tina Omolola Festus-Hart
Inclusive education has become a global priority for achieving equitable and sustainable development in education. In science education, especially chemistry, teachers' competence and readiness are vital for ensuring all learners including those with disabilities and diverse needs participate actively in scientific learning. This position paper discusses the preparedness of chemistry teachers for inclusive classrooms in Nigeria, identifying barriers to effective implementation and potential solutions to strengthen teacher capacity. Based on the principles of the National Policy on Inclusive Education (Federal Ministry of Education, 2023) and existing literature on inclusive pedagogy, teacher competence, and STEM education, the paper views teacher preparedness as a multidimensional concept involving pedagogical skills, inclusive attitudes, technological proficiency, and adaptable teaching methods. Evidence from previous research shows that, despite policy commitments, many Nigerian chemistry teachers lack adequate training in differentiated instruction, assistive technologies, and classroom management for inclusion. Structural challenges such as insufficient funding, weak policy enforcement, and limited professional development opportunities further hinder teachers’ ability to support diverse learners effectively. The paper emphasizes that enhancing chemistry teachers' preparedness is crucial for promoting scientific literacy, developing problem-solving skills, and building a society capable of sustainable development. Recommended strategies include increased funding for inclusive STEM education, curriculum updates in teacher training, regular professional development for current teachers, and stronger oversight of inclusive education policy implementation. In conclusion, investing in teachers' capacity is essential to translate the principles of inclusive education into effective classroom practices that support national development objectives.
Afidah bt Sapari, Dr. Zubir bin Azhar, Siti Anis Nadia bt Abu Bakar
This study examines the cognitive and behavioural determinants of tax compliance intentions in emerging economies, with particular emphasis on the role of institutional and deterrence factors. The study utilizes Theory of Planned Behaviour, the Deterrence Theory and builds out an encompassing conceptual framework of integrating knowledge of tax, perceived fairness, to social norms, a sense of trust in government and enforcement mechanisms. A conceptual research design will be used, and Structural Equation Modelling (SEM) will be used to examine the associations between latent variables and compliance intentions.
Assoc. Prof. Judith Akello Abal (PhD), Assoc. Prof. Mary Ejang (PhD), Geoffrey Angela, Lydia Amongi
Introduction: Communication is increasingly recognised as a crucial lever for organisational effectiveness and leadership in higher education institutions (HEIs). In Uganda, public and private universities face persistent challenges, including low organisational effectiveness, weak ICT capacity, governance problems, and stakeholder dissatisfaction, many of which are closely tied to communication practices. The purpose of this scoping review was to synthesise peer-reviewed evidence on how communication underpins the modern management of HEIs in Uganda, focusing on organisational effectiveness, leadership, ICT use, organisational culture, and stakeholder engagement. Methods: A scoping review with narrative synthesis was conducted, drawing on empirical and conceptual studies of Ugandan HEIs and selected international comparative works. Studies were screened for relevance to organisational communication, leadership styles, digital communication, organisational culture, and stakeholder engagement in higher education management. Results: The review identified four main domains: (1) communication and organisational effectiveness; (2) leadership styles and organisational communication; (3) digital communication and ICT-enabled management; and (4) communication, organisational culture, and stakeholder engagement. Conclusion: Across these domains, effective communication structures, flows, and climates are consistently associated with higher organisational effectiveness, enhanced educational quality, and improved staff and student experiences, while opaque or centralised communication is linked to governance crises and low commitment. Rapid ICT expansion has created new communication channels but is constrained by limited infrastructure and digital skills. Communication emerges as a vital managerial pivot in Ugandan HEIs, mediating the influence of leadership, technology, and organisational culture on institutional performance. Recommendations: The review recommends that HEIs adopt explicit institution-wide communication strategies, invest in robust digital systems and capacity-building, and embed participatory, dialogic communication in governance, decision-making, and quality-assurance processes. Future research should prioritise context-specific empirical studies, longitudinal analyses of communication reforms, and mixed-method comparative investigations across public and private universities to inform evidence-based communication policies and interventions.
Manimekalai.N, Sivakumar.S
Community participation has re-emerged as a key strategy for addressing learning deficits and educational inequities, particularly in rural and marginalised contexts. However, policy and research often treat community engagement as a neutral or technical input, with limited attention to its gendered dimensions. This paper examines a community-led educational intervention implemented in rural Tamil Nadu through a qualitative case study informed by feminist policy analysis. Drawing on programme documentation, gender-disaggregated participation records, and case narratives, the study analyses how learning spaces were relocated from schools to homes and community sites, and how women—especially mothers—emerged as central pedagogic actors. The findings show that learning improvements were closely linked to gendered processes of care, proximity, and emotional support, with particularly positive effects for girls facing constraints related to domestic labour, restricted mobility, and digital exclusion. At the same time, the intervention exposes tensions arising from the reliance on women’s unpaid educational labour. The paper argues that community participation can contribute to gender-just learning outcomes only when supported by policy frameworks that recognise, resource, and integrate community pedagogic labour within the public education system, rather than assuming it as voluntary care work.
Chigwedere Yuleth, Chikwaka-Mpezeni Precious Maudy
Influenced by a poststructural perspective, this study explored the community perception of cultural and psychosocial challenges experienced by rural primary school learners of English as a second language (ESL) in Murewa District, Zimbabwe. Rural primary school ESL learners encounter a complex and psychosocial challenges that disrupt their lingustic progress and psychological well-being. The study employed a qualitative research approach, data were gathered through in-depth interviews with community members and naturalistic observations of learners in their home settings. The data were then analyzed. The findings of the study revealed that although participants reported that ESL offers learners access to broader educational opportunities and cognitive growth, it may contribute to cultural identity shifts in learners, which often reduces participation in community cultural activities and psychosocial stress. Other themes that emerged were related to the intergenerational tensions that may occur, language-driven social self-positioning by the learners, threats to the preservation of indigenous cultural practices, and diminished self-esteem. Findings of the study also included psychosocial challenges including anxiety and lower self-esteem in ESL learners which also reduce active participation during classroom instruction. Participants suggested that the community could mitigate these challenges by actively supporting learners as they underwent the process of cultural identity negotiation. The study recommends that ESL learning in rural contexts be conceptualized as a dynamic process in which learners go through a process of cultural identity transformation. This highlights the importance of community support during reconstruction for the holistic well-being of ESL learners in rural contexts and the need for culturally responsive approaches and the need for school-based support.
Keng Wai Chan, Mohd Fairuz Bachok, Shanker Kumar Sinnakaudan, Siti Isma Hani Ismail, Zulfairul Zakariah
Hill land development has grown in importance as a component of urban expansion in nations like Malaysia, where flat land is in short supply. While such development has several benefits, including economic growth, infrastructural expansion, and greater land utilisation, it also poses significant sustainability difficulties. Major environmental issues include deforestation, soil erosion, landslides, and biodiversity loss. Social issues like as community dislocation and the deterioration of cultural assets complicate development outcomes, while economic advantages are frequently unevenly distributed, adding to higher living expenses and social inequality. This research assesses hill land development's environmental, social, economic, and infrastructural implications. A mixed-methods strategy was implemented, which included literature reviews, questionnaire surveys, and data analysis. The findings emphasise the vital need for long-term infrastructure design, such as robust road networks, effective water management systems, and enough public services, to reduce environmental deterioration and assist local people. The study indicates that effective integration of excellent engineering methods, community engagement, and strong regulatory frameworks is required to handle the complex issues of hill land development. The findings help policymakers, developers, and academics promote sustainable and inclusive development approaches.
Jeffrey A. Lucero, EdD, MAN, RN, LPT, SHC, FRIN, Joshua May D. Austria, MAN, RN
The increasing reliance on digital platforms has transformed how higher education institutions (HEIs) promote academic programs, particularly in competitive fields such as nursing. This study examined the influence of social media content on students’ enrollment intentions in Bachelor of Science in Nursing (BSN) programs, incorporating student engagement and perceived institutional image as mediating variables. Anchored on the Theory of Planned Behavior, a quantitative cross-sectional design was employed among 312 senior high school students in a semi-urban area in the Philippines. Data were collected using a validated questionnaire and analyzed through Structural Equation Modeling (SEM) to assess direct and indirect relationships among variables. Findings revealed that career-oriented and testimonial content significantly influenced students’ enrollment intention, both directly and indirectly through engagement and institutional image. Informational content showed no significant direct effect, while interactive content demonstrated a modest influence primarily through engagement pathways. Among the mediators, perceived institutional image emerged as the strongest predictor of enrollment intention, highlighting the critical role of credibility and perceived quality in higher education decision-making. The proposed model explained a substantial proportion of variance in enrollment intention, indicating the robustness of the framework. The study concludes that effective social media marketing in nursing education requires strategically designed content that is career-focused, authentic, and engaging. These findings provide evidence-based insights for HEIs seeking to enhance recruitment strategies and contribute to the growing body of literature on digital marketing in higher education.
Georges Y. MAALOUF
Objective: This case study investigates various strategies for the reduction and elimination of grade inflation in the School of Business. Theoretical Reference: This case study is based on existing research regarding grade inflation and the shifts in average grades within educational settings. It also considers the broader context of academic rigor, learning outcomes, career opportunities, and the income of graduates. Method: A qualitative mono-method is adopted with an inductive approach, data collected from previous research, and a rigor index is developed. Results and Conclusion: The findings suggest that evidence-based interventions combining pedagogy, transparency, and cultural awareness can effectively reduce grade inflation while upholding the integrity of business education, strengthening stakeholder trust, and institutional reputation. Research Implications: This case study provides valuable action plans for schools of business that want to move from the current inflated grade situation to the normal grade distribution, which will help in upholding the academic rigor, reputation of the institution, satisfaction of the students and diverse stakeholders, as well as promoting a better future for the graduates. Rigor Index (RI) has been developed in addition to the promotion of multidimensional assessments and culturally adapted policies. Originality/Value: This case study is the first to examine grade inflation in the School of Business at GCC. It provides an original base of action for higher education institutions to progress and compete globally while remaining sustainable.
Kakogianni E., Kasapidis V., Konstantinidi N.P., Kostalias K., Petrou A., Tarali M.
Τhe integration of creative learning methods through music, dance, and theatrical expression has gained increasing attention as a pedagogical approach that supports interdisciplinary, inclusive, and emotionally meaningful education. This study examines how arts-based practices can be systematically embedded in secondary education to foster creativity, collaboration, empathy, and identity formation. The article is informed by sociocultural and aesthetic theories of learning, particularly the work of Vygotsky and Eisner, as well as contemporary perspectives on embodied and inclusive pedagogy. Adopting a qualitative, interpretive research design grounded in Arts-Based Educational Research (ABER), the study draws on classroom observations, teacher reflections, student-produced materials, and guided interviews conducted in four culturally diverse lower secondary schools in Greece. The analysis focused on recurring patterns related to emotional engagement, peer interaction, multimodal participation, and inclusive learning. The findings indicate that music, dance, and drama can function not only as artistic forms of expression but also as pedagogical tools that promote student agency, social connectedness, and alternative pathways to understanding curricular content. Teachers reported that arts-based activities supported the participation of students with diverse linguistic, cognitive, and emotional profiles, while also reshaping their own professional identities toward more reflective and facilitative roles. At the same time, the study identifies important challenges, including curricular rigidity, limited teacher preparation, assessment difficulties, and uneven institutional support. The article argues that the educational value of the arts lies in their capacity to connect cognition, emotion, embodiment, and inclusion within a shared learning process. It concludes that sustained policy support, structured professional development, and stronger institutional recognition are necessary if arts-based pedagogy is to become an integral rather than peripheral dimension of contemporary democratic education.
Jose F. Cuevas Jr., Love S. Lagata
The Program Educational Objectives (PEOs) and Program Outcomes (POs) of Criminology programs are essential in developing competencies for professional practice. This study examined the relationship between the perceived attainment of PEOs and POs and the self-assessed job performance of Bachelor of Science in Criminology graduates in Region 10, Philippines. A descriptive-correlational design was used involving 100 graduates currently employed in criminology-related fields, who were selected using purposive sampling based on the predefined inclusion criteria. Data were gathered using researcher-made questionnaires and analyzed using mean, standard deviation, pearson product-moment correlation coefficient, and regression analysis. Findings showed that graduates perceived a very high attainment of both PEOs and POs and reported excellent job performance. Significant relationships were found between PEOs, POs, and job performance, with Ethical and Responsible Citizenship (PEO) and Professional Competence (PO) as the strongest predictors. This indicates that the program effectively translates academic objectives and outcomes into workplace competencies, ensuring graduate readiness for criminology careers. In conclusion, the Bachelor of Science in Criminology program effectively produces competent, ethical, and job-ready graduates whose academic preparation enhances workplace performance. It is recommended that institutions continue to strengthen outcome-based education through improved experiential learning, ethical and professional development, curriculum enhancement, and stronger industry partnerships to further improve employability and practical skills.
Liyana Nadhirah Kamal, Nur Syuhada Jasni
Data literacy (DL) is a fundamental competency required in the accounting profession and a key pillar of datadriven professional decision-making. Professional accountants have the dual duty to understand complex datasets, utilise visual analytics effectively, and apply sound ethics and ethical reasoning to the data. International accrediting organisations, such as the Association to Advance Collegiate Schools of Business (AACSB) and the International Federation of Accountants (IFAC), have acknowledged the importance of DL via IES 2 (Technical Competence), IES 3 (Professional Skills), and IES 4 (Ethics and Values). This literature review presents a comprehensive review of the current evidence base, compiled from nineteen peer-reviewed studies published between 2015 and 2025, focusing on the relationship between DL and worldwide standards in accounting education. Informed by three key research questions, there is a focus on (i) the competencies and institutional support of teachers; (ii) the use of digital tools and curricula; and (iii) ethical, equity, and global strategies for the use of DL. Four themes emerge: educator empowerment, technology-based curriculum development, ethical and equity considerations, and global policy strategies. Findings indicate the need for comprehensive institutional support, instructor training, and tiered curricula that incorporate a range of instructional strategies, from basic tools (e.g., Excel) to more advanced techniques (e.g., analytics and scenario-based simulations). Ethical reasoning and transparency are integral to open-data projects, and global strategies should prioritise lowcost and scalable solutions to achieve equity in accessibility. Reform of the curriculum builds a strong foundation upon which to support AACSB and IFAC alignment. Future research should investigate the effects of DL on audit quality, fraud detection, and ethical reasoning in a quantitative manner. In combination, these insights provide guidance for training graduates with technical, ethical, and globally relevant skills in a data-driven profession.
Gladys S. Escarlos, Melisa R. Sumbilon
This study examined the influence of data-driven decision making, resource allocation management, and professional development on the curriculum implementation practices of school administrators in Region X for the school year 2025–2026. A total of 540 school administrators were randomly selected as participants. Utilizing a descriptive-correlational design, the study assessed the levels of key variables and determined their relationships and predictive effects on curriculum implementation practices. Findings revealed that school administrators demonstrated a highly data-driven approach, highly managed resource allocation, and very highly developed professional competencies. Curriculum implementation practices were likewise rated as very highly practiced, indicating consistent and effective execution of instructional leadership functions. Correlation analysis showed that all independent variables significantly relate to curriculum implementation, with professional development exhibiting the strongest relationship. Regression analysis further indicated that the model significantly predicts curriculum implementation, with instructional management, disciplinary skill, and communication skill emerging as the strongest predictors, followed by data usage purpose and financial and budgeting practices. The study concludes that curriculum implementation is a continuous and integrated process primarily driven by leadership competencies, supported by data-informed decision-making and strategic resource utilization. It recommends strengthening ICT capacity, infrastructure, and integrated leadership frameworks. Future research may further validate the model across diverse contexts.
Abdul Rahim Bin Abdul Rahman, Shaharil Bin Mad Saad
This study proposes a compact, real-time carbon monoxide (CO) detection system for in- vehicle environments using the MQ-7 sensor and Raspberry Pi 4 integrated with a SIM7600X GSM module. The system is designed to monitor CO levels and automatically alert emergency contacts via SMS when dangerous thresholds are detected. Testing was conducted in a vehicle at five distinct locations to evaluate sensor placement and communication response. Results show that dashboard placement yields the fastest detection (5 seconds) and consistent GSM message delivery within 2–3 seconds. This system addresses the limitations of standalone CO detectors by introducing emergency communication capabilities. The solution is compact, cost-effective, and suitable for retrofitting into existing vehicles. Findings suggest the system's potential for improving automotive safety and offer a scalable model for real-time hazardous gas alert systems.
Herbert Mandicheta, Iybrig Rice, Tawanda Brian Guri
Background: Artisanal and small-scale miners (ASM) in Zimbabwe face high occupational exposure to tuberculosis (TB) due to silica dust, poor ventilation, and limited access to healthcare services. Despite improvements in national TB control, little is known about the lived experiences and systemic barriers affecting TB care among ASM miners. Methods: A mixed-methods cross-sectional study was conducted between February and May 2024 in eight high-burden mining districts in Zimbabwe. Quantitative data were collected from 250 ASM miners using structured questionnaires and analyzed using SPSS version 25. Qualitative data were obtained through 18 key informant interviews and 6 focus group discussions and analyzed thematically using NVivo. Logistic regression was used to identify predictors of delayed TB care-seeking. Results: Delayed TB care-seeking (>4 weeks after symptom onset) was reported by 61% of miners. Significant predictors of delay included lack of formal employment (AOR = 2.1; 95% CI: 1.3–3.4), low education (AOR = 1.8; 95% CI: 1.1–3.0), and limited TB knowledge (AOR = 2.5; 95% CI: 1.5–4.2). High dust exposure was significantly associated with respiratory symptoms (χ² = 73.99; p < 0.001). Qualitative findings revealed stigma, economic insecurity, long travel distances, and health system weaknesses as key barriers. Conclusion: TB among ASM miners in Zimbabwe is driven by occupational risk, socioeconomic vulnerability, limited health literacy, stigma, and systemic health system constraints. Integrated occupational health interventions and community-based TB services are urgently needed.
Bima Yatna Anugerah Ramadhani, Heri Cahyo Bagus Setiawan, Trias Madanika Kusumaningrum, Yuyun Isbanah
This study evaluates the effectiveness of an entrepreneurship training program conducted at Thai Global Business Administration Technological College (TGBC) aimed at enhancing students’ entrepreneurial mindset. The training utilized the Business Model Canvas (BMC) as a central tool to help students design sustainable business models. Through a combination of theoretical content, practical activities, and interactive discussions, the program sought to foster creativity, innovation, and business skills among participants. A survey conducted before and after the training showed that 96% of participants felt more confident in using the BMC, and 93% reported an improved understanding of sustainable business management. The majority of students (93%) appreciated the opportunities for interaction and collaboration, which were integral to their learning experience. However, while facilitators demonstrated strong subject mastery, 82% of students indicated that the sessions could have been more interactive. The study’s findings suggest that the program successfully enhanced students' entrepreneurial skills and mindset but also highlighted areas for improvement, such as increasing the interactivity of the sessions. The study’s limitations include its focus on a single institution and small sample size, and future research should explore the long-term impact of entrepreneurship training on students’ business ventures and academic outcomes. This study contributes to the growing body of research on entrepreneurship education by demonstrating the value of using tools like the BMC to cultivate entrepreneurial thinking and practical business skills in higher education.
Abadi, Matius Pai’pinan*, Mega Teguh Budiarto
The ability to solve three-dimensional (3D) geometry problems is an essential competence for mathematics education students, particularly because geometry requires skills in representation, reasoning, and spatial visualization. However, instruments specifically designed to measure students’ problem-solving ability in 3D geometry are still limited. This study aimed to develop a test instrument to measure the problem-solving ability of prospective mathematics teachers in solving 3D geometry problems. The developed instrument was an essay-type test based on geometric concepts, focusing on three-dimensional geometry and consisting of four items. The instrument was developed using the ADDIE R&D model (Analysis, Design, Development, Implementation, and Evaluation). The validation process included expert validation and empirical validation. The results of expert validation indicated that the instrument had high validity, as shown by a Gregory index of 1. The results of empirical validation showed that all test items were valid and reliable, with a reliability coefficient of 0.666. The validated instrument was then implemented to measure students’ problem-solving ability. The findings revealed that the average score of students’ problem-solving ability was 40 (SD = 20.37), with the highest score of 85 and the lowest score of 6 on a scale of 0–100. Therefore, it can be concluded that the developed test instrument is valid and can be used to measure students’ problem-solving ability in solving 3D geometry problems.
Dr. Angeline P. Dinoro, Dr. Ciedelle N. Grageda, Dr. Monera Hadji-Salic Hairulla, Dr. Venus Parmisana, Ma. Cazzanda Camelle V. Valdez
The Philippines continues to be one of the nations with the lowest reading comprehension and science literacy scores, underscoring the critical need for innovative teaching strategies that simultaneously improve students' literacy abilities and scientific understanding. The goal of this study was to develop and evaluate an interactive storybook for the Grade 6 science lesson on mixture separation at Doña Juana Actub Lluch Memorial Central School, North II District, Division of Iligan City. The study was anchored on the Technological Pedagogical Content Knowledge (TPACK) framework, Constructivist Learning Theory, Cognitive Theory of Multimedia Learning, and Story-Based Learning. The study used a mixed-method approach that combined qualitative and quasi-experimental design. Seventy two sixth-grade students and science instructors participated in the study's preparation and assessment. A validated 30-item pretest and posttest to gauge learning progress and Learning Resources Management and Development System (LRMDS) evaluation sheets to assess the quality of materials were all used in the data collection process. The interactive storybook was developed methodically using the Successive Approximation Model (SAM), which ensured iterative design, feedback integration, and ongoing improvement. In order to improve learner engagement, comprehension, and retention, the developed material included narrative-driven information, multimedia features, interactive tasks, simulations, and audio-visual components. The results showed a statistically significant improvement between the pretest and posttest scores, indicating that the interactive storybook was successful in raising students' reading comprehension abilities, conceptual grasp of separating mixtures, and general level of learning engagement. Additionally, teachers acknowledged the material's efficacy in fostering inquiry-based learning, motivation, teamwork, and meaningful classroom engagement, while students found it interesting, relatable, and simple to comprehend. The findings imply that including interactive storybooks into scientific lessons can be an effective strategy for filling in primary students' literacy and science learning gaps.
Essa Indira, Misriandi
The limited availability of innovative learning media in elementary schools often results in low student engagement and suboptimal learning outcomes, particularly in abstract science-related subjects. This study aims to develop and evaluate the effectiveness of Pixton-based digital comic media on plant structure and photosynthesis in Grade 4 Integrated Science and Social Studies (IPAS) learning. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The study was conducted at SDI Al-Amanah, South Tangerang, involving 30 fourth-grade students as research participants. Data were collected through expert validation sheets, student response questionnaires, and pretest–posttest instruments. The data analysis utilized descriptive statistics and inferential analysis using a paired sample t-test with SPSS. The results showed that the developed digital comic media achieved high feasibility levels, with validation scores of 96% from media experts, 88% from language experts, and 86% from material experts. Effectiveness testing revealed a significant improvement in students’ learning outcomes, indicated by a Sig. (2-tailed) value of 0.000 < 0.05 and an N-Gain score of 0.61 in the moderate category. These findings indicate that Pixton-based digital comic media are effective in improving learning outcomes and can be utilized as an alternative instructional medium in elementary science learning.
Jason Sia Teng Hong, Shaharil Bin Mad Saad
Technological aid in scanner for blind people and visually impaired is still complicated and considered costly. They lost privacy when ask someone to read their documents for them. Therefore, a scanner machine that is cheap, easy to maintain and privacy secured should be developed. This report describes the development of scanner machine which can perform image capture, optical character recognition (OCR), and text to speech audio output. The objectives of this project include to develop a scanner machine, to develop an algorithm for text recognition based on OCR method, to measure the accuracy of text recognition and to measure the average working time of scanner machine. The scope of this project limited the size of scanning materials, limited the language used for text recognition (English), and the output only audio form. The scanner machine prototype is composed of Raspberry Pi 3B+, camera, dc motor, servo motor, speaker/headphone, and switches. The coding or algorithm is running by the Raspberry Pi 3B+ to receive signal from the switches, perform certain operations and send the output in audio form. this scanner machine able to deal with rotated scanning material in range of -90º to 75º with accuracy greater than 80%. When different font size of scanning materials is used, the scanner machine performs well for font size greater than 13 with accuracy above 85%. Besides, the scanner had overall running time of “book” mode at around 16.58 seconds and overall running time of “normal mode” at around 13.39 seconds.
Abel Ranti Mary, Abubakar Kabir, Ibrahim Ashafura Musa, Lawal Yasir Ladan
For nursing students in Northern Nigeria, access to digital tools and the skills to use them often determine whether e-learning becomes an opportunity or an obstacle. This combination of aspiration and constraint shapes what equitable digital integration requires. Objective: This study examined ICT access, digital literacy, and e-learning readiness among pioneer nursing students at a newly established college. A descriptive cross-sectional survey was conducted with all 35 pioneer National Diploma nursing students enrolled in the 2025/2026 academic session at Abdulrashid Dankoli College of Nursing Sciences, Kaduna, Nigeria. Data were collected using a structured questionnaire measuring ICT access, digital literacy (8 items, α = 0.87), and attitudes based on the Technology Acceptance Model (10 items, α = 0.91). Quantitative data were analyzed using descriptive statistics, Mann-Whitney U, Kruskal-Wallis tests, and Spearman's rho. Qualitative open-ended responses were analyzed using reflexive thematic analysis (Braun & Clarke, 2021). Smartphone ownership was near-universal (94.3%), but laptop ownership was critically low (14.3%). Data cost was the primary barrier (57.1%). Digital literacy was highest for evaluating online health information (median = 4.0/5) and lowest for spreadsheet use (median = 2.0/5). A significant digital skills gradient existed by residence type (H(2) = 6.84, p = 0.033) and prior digital exposure (U = 52.5, p = 0.002, r = 0.51). Laptop owners scored significantly higher than smartphone-only users (U = 15.5, p = 0.004, r = 0.49). Despite skills gaps, students demonstrated high Perceived Usefulness of e-learning (median = 4.2/5). Qualitative analysis generated three themes: precarious connectivity, aspiration amid adversity, and institutional responsibility. Pioneer nursing students exhibit a mobile-first access pattern with significant second-level digital divide challenges. Targeted institutional interventions including campus Wi-Fi, subsidized data, device loan schemes, and foundational digital skills training are urgently needed to ensure inclusive digital transformation from the institution's inception.
Kuda Moyo, Primrose Shanana, Sesilani Nkomo
This study examined the integration of digital tools in the teaching and learning of Mathematics in a selected primary school in Mangwe District, Matabeleland South Province, Zimbabwe. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study employed a qualitative approach with a participatory action case study design within an interpretivist paradigm. Thirteen participants — comprising four Mathematics teachers, eight learners, and one school head — were purposively selected. Data were gathered through semi-structured interviews, focus group discussions, and classroom observations, and analysed using thematic analysis. Findings revealed that digital tool integration remains limited and inconsistent, constrained by inadequate infrastructure, unreliable electricity supply, limited access to digital devices, and insufficient subject-specific professional development. Teachers' attitudes and competencies emerged as significant mediators, while learners reported improved engagement and conceptual understanding when digital tools were used effectively. The study concludes that sustainable integration requires a holistic, TPACK-informed approach that simultaneously addresses infrastructure, teacher capacity, and institutional support. Practical recommendations are offered for policy-makers, school leaders, and teacher educators operating in similar resource-constrained contexts.
Amos Adejare Aderibigbe, Fadairo Ibukun Olalekan, Mikhail Abiola Tonade, Sunday Kajola
Nigerian manufacturing firms find themselves besieged with challenges such as high production costs, poor infrastructure, and limited access to finance, which limit profitability. This study aimed to examine the effect of dividend policy (DP) on the price/earnings (PER) ratio of listed industrial goods manufacturing firms in Nigeria. The study adopted an ex-post facto research design. The population comprised 13 industrial goods manufacturing companies, listed on the Nigerian Exchange Group. The consensus sampling technique was used to select 13 industrial goods companies in Nigeria. Secondary data extracted from the annual financial reports of the companies for the period 2011 –2023 were analyzed using a panel regression model. The dividend policy metrics' effects on the PER were found to be mixed in the empirical data. The findings showed that the link between dividend payout ratio and the PER was positive and significant (β = 9.089442; p = 0.028). On the other hand, dividend cover showed an insignificant negative effect on PER (β = -0.4550704; p = 0.944). Conversely, the PER was negatively and significantly affected by dividend yield (β = -97.0509; p = 0.035), while the dividend per share had an insignificant negative influence on PER (β = -0.4439733; p = 0.791). In conclusion, dividend policy has a significant effect on the price-earnings ratio of quoted industrial goods manufacturing companies in Nigeria. The study suggests that corporate management should implement a dividend policy strategy that strikes a balance between shareholder returns and the need to reinvest in order to maintain long-term competitiveness and sustainable development.
Kausalyah Venkatason, Nik Roselina Binti Nik Roseley, Nik Rozlin Nik Mohd. Masdek, Shasthri Sivaguru
The rapid transition to online and blended learning in the field of engineering education has prompted significant enquiries regarding the significance of the ongoing traditional Computer-Aided-Design (CAD) instruction. This review assimilates findings from service, randomised controlled trials, mixed-methods studies and systematic reviews to assess students’ perceptions, learning outcomes and skill acquisition across various delivery modes. Research shows that online CAD courses are flexible and have similar academic performance to in person classes, but students always prefer physical laboratories or studios because they provide immediate help, opportunities to work together and opportunities to improve psychomotor skills. Meta-analysis of virtual labs and immersive technologies (AR/VR/XR) shows that they can greatly improve understanding of concepts and motivations (Hedges' g ≈ 0.68). However, it is stressed that these technologies should be used in conjunction with, not instead of, hands-on experiences. Studies on Project-Based-Learning (PBL) show that when physical team work environments work well together with digital tools, students learn more technical and soft skills. Integrity and assessment challenges remain in remote environments, although adaptive strategies help to reduce risks. Overall, the results point to a hybrid model as the best option. Physical CAD education is still important and relevant, not as a legacy practice but as a strategic base for social learning and real-time design. Online modules that expand access and depth of preparation should be added. This mixed approach is in line with the goals of Industry 4.0, ensuring that future engineers are both digitally fluent and have hands-on experience.
Mohamad Syafiq Ya Shak, Norasyikin Abdul Malik, Nuramira Anuar
This research delves into how the PhD experience is conceptualised metaphorically in social media discourse. Through the use of Conceptual Metaphor Theory (Lakoff & Johnson, 1980) and a corpus-based approach, a small-sized corpus of social media posts was compiled and analysed. The social media posts were taken from social media platforms like Threads, Facebook, and Reddit. Social media posts that contain the word “PhD” were manually compiled and thematically selected to focus on PhD students’ personal experiences. Through the use of Lancsbox, keyword and concordance analyses were implemented to detect recurring metaphorical patterns. The findings indicate prominent framings of the PhD experience metaphors that include JOURNEY, CONTAINER, WAR, ENTITY, BOOK, VEHICLE, SPORTS, and JOB. Each of the identified metaphors highlights different positive and negative perspectives of doctoral study. These framings of metaphors indicate the PhD students’ challenges and motivations which shed some lights in understanding how these researchers metaphorically construct their academic identities in social media discourse. The research contributes to an understanding of academic experiences through metaphors and highlights the signifance of metaphor in destigmatising academic pressure and normalising vulnerability in doctoral life.
Dan Zohar E. Mahilum, Lalaine G. Sariana
The implementation of the MATATAG Science curriculum represents a significant reform in Philippine basic education, emphasizing foundational competencies and streamlined learning content. Understanding how teachers navigate this transition is essential for ensuring effective curriculum delivery. A mixed-methods approach using an explanatory sequential design was employed to examine teachers’ competence, the challenges encountered, and the coping mechanisms utilized during the early implementation of the MATATAG Science curriculum in public junior high schools in the Division of Valencia City. Quantitative data were gathered from 31 Grade 7 and Grade 8 Science teachers using an adapted survey questionnaire, while qualitative insights were obtained from six selected participants through semi-structured interviews. Findings revealed that teachers demonstrated a very high level of competence across most domains, particularly in pedagogical competence and assessment practices, while instructional delivery showed relatively lower ratings. Challenges were found to often affect implementation, with classroom management and curriculum-related difficulties being the most prominent, while training and professional support challenges were moderately experienced. Correlation analysis indicated no significant overall relationship between competence and challenges, suggesting that external factors such as classroom conditions and institutional support significantly influence implementation outcomes. Qualitative findings identified four major coping mechanisms: instructional adaptation, collaboration, resourcefulness, and personal resilience. These results highlight that while teachers are highly competent, sustained support systems, improved classroom conditions, and targeted professional development are essential to enhance curriculum implementation. Strengthening both teacher capacity and institutional support is crucial for achieving the intended goals of the MATATAG Science curriculum.
Kolluru Venkat Atriya
This paper examines the significance attributed to employment in education planning and policy in India. It explores the relationship between educational planning and its alignment with employment outcomes. The study undertakes a historical policy analysis of major commission reports starting with The Despatch of 1854, on “General Education in India” up to the “National Education Policy (NEP)2020” to assess their implications on employability. This study integrated multiple official data sources on enrolment, institutional density, pass-out rates across secondary, higher secondary, and higher education and analysed transition to employment in relation to macroeconomic indicators of Worker Participation Rate, Labour Force Participation Rate and Unemployment Rate. The findings reveal that during the indirect rule by East India Company, the aim of education was not directed towards employment in general. Under the direct rule of the British, primarily the aim was confined to selection of manpower to the service of the British. Gradually, preparatory domains of employment such as vocational and technical education were advocated as reflected in the reports. Furthermore, in the post-Independence period, a gradual evolution of linkage between the two can be observed through the reports and recommendations of many commissions. Economic progress and employment have recently received explicit attention in National Education Policy, (NEP)2020. The study highlights the persistent gap between educational outputs and labour market needs.
Maria Cristina S. Dela Cerna, Mary Joy G. Losdo
This study assessed the level of educational technology (EdTech) proficiency and its integration into classroom practices among public school teachers in Teachers of San Miguel 1 District", San Miguel, Surigao del Sur. Using a quantitative descriptive research design, the study examined teachers’ profiles in terms of age, gender, position, highest educational attainment, length of service, and EdTech-related training. It further determined the level of EdTech proficiency across four domains: digital literacy, integration of technology into the curriculum, capability to use technology, and enhancement of digital competencies. In addition, the study evaluated the extent of EdTech integration in classroom practices based on Results-Based Performance Management System (RPMS) indicators, including lesson exemplars, technologically enhanced class activities, assessment practices, and student feedback. Data were gathered through a structured survey questionnaire administered to all teachers in the school using total enumeration sampling. The results revealed that respondents generally demonstrated a proficient level of EdTech competence and integration, with the highest level observed in curriculum integration and lesson exemplars. However, assessment technology integration emerged as the lowest area, indicating a gap in the use of digital tools for evaluating student learning. These findings suggest that while teachers are capable of integrating technology in instruction, there is a need to strengthen their competencies in digital assessment and advanced applications of EdTech. Based on the findings, an intervention plan (Project i-TEACH) was proposed to enhance teachers’ digital skills, promote continuous professional development, and improve the overall quality of technology integration in teaching. The study highlights the importance of sustained training, mentoring, and institutional support in advancing effective and meaningful use of educational technology.
Erwin Allan S. Esquinas, Junamae Molde-Bagares, Robmarychris Agnes V. Candano, Ruvel J. Cuasito
This quantitative study investigated educators’ perceptions of technological (TK), pedagogical (PK), and content knowledge (CK), and their integrated Technological Pedagogical Content Knowledge (TPACK), among DepEd, TESDA, and HEI respondents in Philippine TVET and higher education institutions in Region 10. Using validated 5-item Likert scales with acceptable to excellent internal consistency via Cronbach’s alpha, the study first examined differences in TK, CK, PK, and TPACK levels across institutional groups via nonparametric group-difference tests, and then explored the relationships among these domains using Spearman’s rank-order correlations. Findings showed that participants across DepEd, TESDA, and HEIs reported consistently high to very high levels of TK, CK, PK, and holistic TPACK, indicating that educators strongly value and actively practice the integration of technology, pedagogy, and content knowledge in teaching and learning. Where group differences emerged, TESDA and HEI respondents tended to report slightly higher self-ratings on selected TK, PK, and TPACK items, although the overall pattern pointed to more similarity than contrast in perceived competencies across sectors. Correlation analyses further revealed significant small-to-moderate positive associations between specific TK and PK indicators and key TPACK outcomes, suggesting that educators who are more technologically adept, pedagogically versatile, and reflective are also more likely to value TPACK and engage in TPACK-based innovative practices. The combined use of group-difference tests and correlational analysis provided a coherent and complementary picture: educators in Region 10 TVET and HEIs are generally TPACK-ready, and nuanced variations in TK, CK, and PK are meaningfully linked to how strongly they enact innovation-oriented TPACK in their institutions.
Azliza Mohd Ali, Nur Syafia Amira Zairosezary, Rozianawaty Osman, Sharifalillah Nordin
Learning programming language is difficult for many beginners, not only because of syntax, logic deployment, and debugging issues, but also due to the lack of immediate personalized support. General-purpose LLM tools can help but tend to promote answer dependency by generating complete answers without enforcing reasoning. This paper presents EduMate.AI, a logic-based generative AI tutoring system for beginner C++ learners. The system is implemented using a Model-View-Controller (MVC) architecture, integrating a large language model via constrained prompt orchestration. EduMate.AI aims to improve learners’ conceptual understanding, reasoning ability, and learning experience by shifting generative AI from answer-delivery to structured tutoring support.
Fabiyi, Titilayo Ruth, Oyerinde, Omotayo Oluseun
This study investigated the effect of mother tongue (Yoruba language) on junior secondary school students’ performance in Mathematics in Moba Local Government Area of Ekiti State, Nigeria. The study adopted a quasi-experimental pretest–posttest control group design comprising 72 Junior Secondary School Two (JSS II) students, with 32 assigned to the experimental group taught using Yoruba and 40 to the control group taught using English. A researcher-designed Mother Tongue Mathematics Performance Test (MTMPT) with a reliability coefficient of 0.84 was used to collect data. Two research questions and two hypotheses guided the study. Data were analyzed using mean, standard deviation, and independent samples t-test. The results revealed a significant difference in the post-test performance of students exposed to instruction in Yoruba and those taught in English, with the experimental group outperforming the control group. The study also found no significant gender difference in the performance of students taught Mathematics using the mother tongue, indicating that both male and female students benefitted equally from Yoruba instruction. The findings suggest that the mother tongue enhances comprehension, reduces linguistic barriers, and supports better performance in Mathematics. The study concludes that Yoruba language is an effective medium for improving students’ understanding and achievement in Mathematics. It recommends the integration of mother tongue instruction into Mathematics classrooms, teacher training to support this approach, and curriculum review to accommodate indigenous language-based instruction for improved learning outcomes.
Alexander Uzochukwu Ogbunugwor, Anthony Chijioke Ude, Bala J. Ogu, Ezeyili Pamela Ngozi, Iwundu Sochima Peace, Johnson Nnadi Ewelum, Okechukwu Uzoamaka Deborah, Onwurah Chrysantus Chinyere, Patience C. Ibe, Polycarp Chibueze Nworie
Security remains a critical factor in governance and socio-economic development, with insecurity posing significant challenges to progress in Nigeria. Anambra State, often referred to as the "Light of the Nation," has faced rising cases of criminal activities, including kidnapping, armed robbery, cultism, and communal clashes, which have disrupted the state's socio-economic stability and public safety. In response, the Anambra State Government has introduced various security policies and initiatives, such as community policing, collaboration with local vigilante groups, investments in technology-driven security solutions, and partnerships with federal security agencies. This study examines the effectiveness of these security policies in addressing the root causes of insecurity, such as unemployment, poverty, and the proliferation of arms. It also explores the overview of security challenges in Anambra State, types of insecurity experience in Anambra state, the Impact of Insecurity on Anambra State Economy, Anambra State Government Security Policies, Strategies for combating insecurity in Anambra state and Factors Affecting Policy Effectiveness. The study concluded that security remains a critical component of governance and socio-economic development, particularly in Anambra State, where the rising tide of insecurity poses significant challenges to public safety, stability, and growth.
Rhyan V. Molinar
This study aimed to evaluate the effectiveness of personalized instruction in teaching Physiological Biology in Psychology to BS Psychology students at the Polytechnic University of the Philippines–Taguig Campus. Recognizing that instructional materials are essential tools alongside classroom discussion, the study focused on developing materials tailored to students’ least mastered skills, as identified through a pretest. Unlike conventional instruction, the personalized approach addresses learning gaps by targeting topics that students have yet to master, ensuring that teaching is relevant and responsive to learner needs. The study employed a quantitative correlational design with 49 students as respondents, using pretest and posttest results to measure learning gains and statistical analyses—including paired t-tests and Pearson-r correlation—to determine effectiveness and relationships between instructional quality and academic performance. Findings are expected to validate the use of personalized instructional materials, enhance student learning outcomes, and align with PUP’s commitment to quality education and Sustainable Development Goals.
Marilou M. Pastores
This study investigated the effect of professional development and support interventions on the action research writing proficiency of elementary teachers in Dangcagan District, Bukidnon, for SY 2025–2026. Utilizing a descriptive-correlational design with a structured questionnaire administered to selected elementary teachers, data were analyzed using mean, standard deviation, and Pearson r. Results revealed that interventions—including technical training, mentoring, resources, time management, and peer collaboration—were perceived as very highly effective. Consequently, teachers demonstrated high proficiency in research writing, particularly in problem identification. Statistical analysis confirmed a significant positive relationship between support interventions and writing ability, thereby rejecting the null hypothesis. The study concludes that teacher proficiency is a direct result of institutional support, emphasizing that a holistic, multi-pronged environment is vital for transforming practitioners into skilled researchers. Recommendations include institutionalizing administrative relief, providing digital tools, and conducting targeted training on technical literature synthesis to bridge existing academic gaps and foster a sustainable culture of inquiry.
Afina Huda Binti Amir Hamzah, YiLing Chaing
Building on Shulman L. S. (1987) view that effective teaching requires strong core knowledge, particularly pedagogical content knowledge, this study recognises the importance of instructional strategies that can enhance student engagement and motivation. In Music Education, teaching approaches that are creative and psychologically informed are especially significant, as students’ motivation plays a key role in sustaining their participation and commitment to learning musical skills. This research focuses on examining the effectiveness of reverse psychology mechanisms in influencing motivation among Music Education students at public universities in Selangor. Specifically, the study seeks to explore how the application of reverse psychology strategies impacts students’ motivation towards learning and participation in music-related academic activities. By analysing students’ responses and motivational levels, the research aims to determine whether reverse psychology can serve as an effective pedagogical approach in higher music education contexts.
Abdullahi Muhammad Hassan, Bala Maik Mohammed, Stephen Musa, Wahab Bamidele Kareem
This study was designed to determine the effects of self-awareness on the academic performance of Woodwork Trade students in Technical Colleges in Niger State, Nigeria. A pre-test, post-test, non-equivalent control group quasi-experimental design was employed. Four out of seven technical colleges in the state and four intact classes were sampled. The study involved 68 students in total, with 37 students assigned to the experimental group and 31 to the control group. Cognitive constructivist instructional techniques based on students’ self-awareness was used as treatment for the experimental groups while lecture method was administered to the control groups. Three research questions and one null hypothesis was tested at the 0.05 level of significance to guide the study. The research instruments were validated by three experts from the Department of Industrial and Technical Education, Federal University of Technology, Minna. The reliability coefficient of the instrument was established at 0.76 using the test-retest method and Cronbach’s alpha statistics. Mean scores were used to answer the research questions, while independent t-test statistics were used to analyse research data and test the null hypothesis. The findings revealed that students taught Woodwork Trade using the cognitive constructivist instructional techniques based on students’ self-awareness approach achieved higher mean scores than those taught using the conventional teaching method in both cognitive and psychomotor achievement tests. In all cases, the higher mean scores were found to be statistically significant. Furthermore, male students taught using the self-awareness approach recorded higher mean scores than female students in the cognitive achievement test. Based on these findings, it was recommended that the National Board for Technical Education (NBTE) should review the curriculum for Technical Colleges with the aim of integrating the self-awareness instructional approach into the teaching of Technical Trades.
Bulus, T. C., Okoronka, A. U
This study investigated elimination of distractions as predictor of senior secondary students’ achievement in physics in Taraba State, Nigeria. The study was necessary due to concerns from researchers and other education stakeholders on poor achievement in Physics. Elimination of distractions has been identified as one of the factors responsible for students’ poor achievement. Two research questions were raised and one hypothesis was formulated to guide the study. The study adopted the predictive correlational research design. The population of the study was 8691 SS3 students in Taraba state. The sample was 390 drawn using simple random sampling. The Elimination of Distraction Questionnaire (EDQ) and Physics Proforma (PP) were used for data collection. Cronbach Alpha statistic was used to obtain a reliability coefficient of 0.76 through pilot testing. The data collected were analyzed using mean and standard deviation to answer research questions one and two while linear regression was used to test the hypothesis at 0.05 level of significance. The results of the study indicated that the extent of elimination of distraction was moderate with grand mean 3.20 while the mean score (achievement) of the students was 54. Also, it was found that elimination of distraction significantly predicted academic achievement with adjusted R-square value of 0.65 with p=0.000. Based on the finding, it was concluded that elimination of distraction significantly predicts achievement of senior secondary III students in secondary schools. The study recommended among others that the state government and other education stakeholders should organize workshops, say once in a year for secondary school students in order to explain the tenets of elimination of study distractions so that students’ academic achievement and other goals of education can be affected positively.
Dominick R. Domingo, Don Sergs Elyser A. Laureta, Jaycell A. Tucay, Jaypee Fernan M. Ramirez, Queenne Kimverlee C. Landingin, Shampaine Diana Rose R. Andaya
In higher education institutions, the Vision, Mission, and Objectives (VMO) serve as the guide to institutional growth and development as well as governance and academics. This study aims to empirically analyse the level of awareness and acceptability of the University of La Salette’s Vision, Mission, and Objectives among its stakeholders, as a basis for developing a dissemination intervention to strengthen institutional alignment and engagement. A quantitative research design was employed using a descriptive survey approach to 426 respondents from students of nine (9) colleges and other stakeholders (alumni, faculty admin staff, parents, cooperating agencies). The results revealed moderate awareness of the Vision, Mission, and Objectives (VMO) of the University of La Salette and its dissemination. Although some groups, particularly faculty and selected colleges, demonstrated higher awareness, the overall results indicate that awareness of the ULS-VMO is present but not consistently high across all groups. In terms of acceptability, the ULS-VMO is generally acceptable among students and stakeholders, with understanding interpreted as highly acceptable among stakeholders, while clarity and consistency, congruency with activities, practices, and operations, and attainability were moderately acceptable. To enhance the awareness and acceptance of the VMO among the stakeholders, the University may also develop a dissemination plan for the VMO and organize awareness programs from time to time.
BMP. Gunarathna., Dr. Sujathaa Krishnamoorthy, Z. Amalraj
The concept of Artificial Intelligence (AI) in smart community development has attracted much attention, and its implementation can be utilized both to create intelligent communities and enhance urban governance. The long-term social effects of AI remain unexamined by society. The research needs additional studies to examine current AI advancements together with their community-based obstacles and new usage areas. The process of community development starts with data collection and analysis to determine local needs which leads to effective decision-making and privacy protection. The future intelligent communities will achieve sustainable development through AI technology implementation which enables efficient service delivery and enhanced decision-making and operational streamlining for modern city governance systems. The success of these outcomes relies on correct AI deployment which brings benefits to all parties involved while managing potential risks. The research is necessary as it will show how artificial intelligence alters the social structures and economic systems and affects the human life standards. The findings of such studies can assist the policymakers and researchers to design AI-based solutions that can enhance sustainable development and increase the quality of life of every member of the community.
Violet Mmoloke
Reading comprehension has been an issue of concern worldwide as most students around the world cannot comprehend texts. This poor reading comprehension has been reflected in the students’ academic outcomes, an issue that is worrying. The current study therefore aimed at finding out whether English language attitude is related to reading comprehension performance. The study utilized Tajfel and Turner’s Social Identity Theory to explain Language attitude. Correlational design was used in the study. The target population was 1350 form two students. A sample of 230 students was chosen from seven junior secondary schools from Serowe Sub region in Botswana. The study utilized purposive sampling technique to select Serowe sub region and simple random sampling techniques to select the seven schools from Serowe sub-region. Lastly, it made use of stratified sampling to select boys and girls and ensure equal representation. The students were provided with an English comprehension that tested their reading performance. Additionally, a questionnaire was used to obtain students information on their language attitude. A Pilot study involving 30 students (15 boys, 15 girls) from one school was conducted to pretest the instruments and establish their psychometric properties. Data were analyzed using descriptive and inferential statistics. Pearson product moment correlation coefficient was used in data analysis. The findings provide valuable insights to educators, curriculum developers, and policymakers on enhancing reading comprehension through targeted interventions that foster positive language attitudes in learning environments.
Sasini Randunuge
This study investigates the pedagogical effectiveness of incorporating Augmented Reality (AR) and gamified learning into an extended instructional framework based on Merrill's First Principles of Instruction to improve English speaking vocabulary acquisition among certificate-level learners in Sri Lanka. Traditional language training has persistent constraints, such as poor learner engagement, limited contextual immersion, and inadequate personalization, necessitating creative pedagogical approaches that promote active speaking growth. To fill this gap, the study creates and empirically tests an AR-enhanced gamified framework that operationalizes problem-centered learning, prior knowledge activation, demonstration, application, and integration, while also incorporating structured peer collaboration, guided facilitation, and sensitivity to learners' linguistic backgrounds. A positivist, deductive research approach was used, combining a structured 5-point Likert-scale survey delivered to 276 students from two metropolitan campuses with a six-week longitudinal pretest-posttest experimental design. Data was examined using SPSS, which included reliability testing (Cronbach's α > 0.7), correlation analysis, multiple regression, and paired sample t-tests. The study found a strong correlation (adjusted R² = 0.928) between AR-supported learning effectiveness and instructional factors like tool quality, technical competence, peer collaboration, teacher guidance, instructional relevance, and family linguistic background. Age had no significant influence. The post-intervention results show statistically significant gains in speaking fluency and vocabulary accuracy. The study provides a theoretically informed and scalable instructional strategy for advancing immersive language learning methods in technology-enhanced educational settings.
Blessing Temitope DICKSON-OMOGOYE, Oluwabunmi Veronica, KEHINDE-DADA
Assessment remains central to the integrity and effectiveness of tertiary education, serving as a vital tool for measuring student learning outcomes and ensuring accountability. However, hidden errors in assessment practices—including flaws in design, administration, marking, and interpretation—undermine fairness, validity, and trust in higher education. Enhancing error-visibility, the ability to detect and understand such errors, is essential for sustainable educational reform. This paper explores how the potential of unobtrusive observation as a robust monitoring and evaluation (M&E) mechanism, in increasing the visibility of such errors, can promote sustainable educational reform. Through immersion in the lived realities of assessment processes, unobtrusive observers provide nuanced insights into human, systemic, and contextual factors often missed by other data gathering methods. The paper discusses theoretical underpinnings, methodological considerations, benefits, and ethical challenges, emphasizing the role of unobtrusive observation in promoting reflective practice, accountability, and continuous improvement in tertiary assessment systems. Drawing on systems theory and total quality management principles, the study emphasizes the role of error-detection, assessment audits, and stakeholder feedback in improving assessment quality. Recommendations are provided for integrating error-visibility into institutional and national education quality assurance frameworks.
Loh Yong Seng, Mohd Fairuz Bachok, Shanker Kumar Sinnakaudan, Siti Isma Hani Ismail, Zulfairul Zakariah
Coursework consists of a variety of technical tasks and assignments designed to measure students' emotional and psychomotor abilities, which are critical components of student evaluation. Some of the homework relies on the lecturer's subjective evaluations, which may result in variable mark distributions across various student groups. To address this issue, a scoring rubric is established to provide scores for each domain and criterion need. Despite this, large differences in ratings exist, owing to assessors' failure to refer to suitable domain criteria throughout evaluations. The SimMarks App was created to let users to set domain criteria prior to conducting assessments, assuring reliable score simulations and identifying any difficulties. Testing has shown the app's feasibility, efficacy, and use. It performed commands with greater than 90% accuracy, and the intended user evaluated its usability as good. The average score error margin is barely 1.1 marks. The app's success is primarily due to the use of the ADDIE paradigm throughout development. As the SimMarks App evolves, it is prepared for widespread use, resulting in more accurate and consistent evaluations.
Gotan Yillek Simon, Mangkut Zephaniah
The study examines the part of innovative technology and e-commerce in enhancing graduate employability leading to economic development in emerging economies. the study addressed the persistent disparity between graduates’ skills and industry demands. A descriptive survey research design was adopted, with a purposive sample 100 of graduates exposed to digital technologies and e-commerce in Plateau. Data were collected using a structured questionnaire which were analyzed using descriptive statistics, correlation, and regression analysis at a 0.05 level of significance. The findings revealed among others that, digital technologies significantly improve graduates’ problem-solving skills, flexibility, confidence, and global employability. E-commerce engagement demonstrates a strong positive influence on employment and self-employment opportunities, promoting entrepreneurship, income generation. However, infrastructural deficiencies, financial constraints, poor digital literacy, and other barriers limit the influence. Regression analysis confirmed a statistically significant positive effect of innovative technology (β = 0.972, p < 0.05) and e-commerce engagement (β = 0.353, p < 0.05) on graduate employability, leading to the rejection of the null hypotheses. The study concludes that integrating innovative technology and e-commerce into higher education curricula significantly enhances graduate employability and economic empowerment. It recommends strengthened digital curriculum integration, industry collaboration, continuous digital skills training, improved infrastructure, and targeted policy funding to bridge implementation gaps and align graduate competencies with labour market demands.
Dr Ndongwe Evershine
Teacher Professional Development (TPD) is widely recognised as a critical lever for improving instructional quality and pupil learning outcomes, particularly in low-resource and rural education contexts. This study examined the influence of TPD programmes on pupil learning outcomes in rural secondary schools in Chivi District, Zimbabwe. A concurrent mixed-methods research design was employed, integrating quantitative data from standardised pupil achievement tests with qualitative data obtained through teacher questionnaires, classroom observations, semi-structured interviews, and focus group discussions. The study involved a sample of 40 rural secondary schools, 100 teachers, and 300 pupils. Quantitative findings revealed a statistically significant positive relationship between sustained teacher participation in TPD activities and improved pupil academic performance. Qualitative evidence further indicated that TPD enhanced teachers’ pedagogical competence, professional confidence, and learner engagement. However, the effectiveness of TPD initiatives was constrained by limited resources, heavy workloads, and inadequate follow-up support. The study concludes that well-structured, context-sensitive, and sustained TPD programmes can significantly enhance pupil learning outcomes in rural secondary schools.
Agnes Lim Siang Siew, Chong Siew Kian, Julia Cliffton
Ethics education in higher education is fundamental to developing students’ ethical reasoning, social responsibility, and civic awareness, particularly within multicultural societies. This study examined the effectiveness of High-Impact Educational Practices (HIEPs) in enhancing students’ ethical reasoning in an Ethics and Civilization course. A quantitative cross-sectional survey design was employed involving 66 undergraduate students enrolled in the Appreciation of Ethics and Civilization course at a Malaysian public university. Data were collected using a structured questionnaire grounded in established theories of high-impact pedagogy and ethical reasoning. Descriptive statistics, reliability analysis, and Pearson correlation analysis were conducted. The findings revealed high levels of student engagement with HIEPs (M = 4.12, SD = 0.51) and ethical reasoning (M = 4.08, SD = 0.56). A positive and statistically significant relationship was observed between engagement in HIEPs and ethical reasoning (r = .58, p < .01). These results indicate that student-centred pedagogical approaches, including collaborative learning, discussion-based activities, and authentic assessment, are associated with meaningful improvements in ethical reasoning. From a research and pedagogical perspective, the findings provide empirical support for the systematic integration of High-Impact Educational Practices into ethics curricula and highlight the role of high-impact instructional design in strengthening ethical learning outcomes within multicultural higher education contexts.
Utiwoma Melanie ADUHOR
The study determined the correlation between entrepreneurship education and entrepreneurial intentions of Business Education undergraduates in public universities in Edo and Delta States, Nigeria. Two research questions were raised and answered while ono hypothesis tested at 0.05 level of significance. The study adopted correlational survey research design. The population of the study comprised 342 Business Education 300-level public university undergraduates from Edo and Delta States with the sample size of 171 using the proportionate sampling technique of 50% of the population. Structured questionnaire was the research instrument titled: “Entrepreneurship Education as Predictor of Entrepreneurial Intentions Questionnaire” (EEPEIQ). Five experts validated the instrument which was pilot-tested on 20 respondents from the study population. Reliability coefficients of 0.87 and 0.89 were obtained for entrepreneurship education and entrepreneurial intentions items using Cronbach’s alpha statistics. The questionnaire were administered personally with three briefed research assistants. Collected data were analysed using Mean (x ̅), Standard Deviation (SD) to answer the research questions while Pearson Product Moment Correlation Coefficient (PPMC), Simple and Multiple Linear Regression to test the hypothesis using the statistical package for the social science (SPSS) version 25.
Agnes M. Gachau
This study evaluated ICT staff technical readiness for online learning transformation in public universities in Kenya. Despite increased adoption of digital learning, many institutions continue to experience challenges related to inadequate technical skills among ICT personnel, limiting the effective implementation and sustainability of online learning systems. The study aimed to determine the technical competencies possessed by ICT staff and examine how these skills influence online learning delivery. It focused on selected public universities and specifically assessed competencies in LMS management, software installation, digital applications, and system maintenance. The study was anchored on the Unified Theory of Acceptance and Use of Technology (UTAUT2) as the primary theoretical lens and supported by the Technology–Organization–Environment (TOE) framework. A descriptive quantitative research design was employed. The target population comprised students, registrars, and ICT staff, from which 537 respondents were sampled using stratified and simple random sampling. Data were collected using structured questionnaires and analyzed using SPSS through descriptive and inferential statistics. Findings revealed that ICT staff possess essential technical skills but demonstrated uncertainty in advanced competencies such as LMS development. The study concludes that ICT staff readiness significantly affects online learning transformation. It recommends enhanced training programs, investment in ICT infrastructure, and strengthened institutional support systems to improve digital learning outcomes in Kenyan public universities
Effrice Daphne C. Paguigan, Isaac Michael J. Hernandez, Jerome Ivan U. Espiritu, Miguel D. Periabras, Patrick Lenord Gaufo, Romano Christopher Sotto
The study analyzes and explores the influence of the Paranaque-based Aeronautical school’s curriculum, known as Bachelor of Science in Air Transportation (BSAT), on students’ success in pursuing a career as a pilot in the aviation industry. Along with the abilities acquired from the curriculum, some of the primary influencing elements that determine a student's performance include personal, academic, and financial. The study used a mixed-method approach, combining quantitative and qualitative techniques. collecting information and data by combining the correlational technique using questionnaires created by the researcher with the thematic analysis using one-on-one interviews. The information gathered indicates that a person's cognitive and psychomotor skills have an impact on their success in becoming a pilot. Additionally, the respondents agree that the academic support systems of the BSAT curriculum assist them in managing their present responsibilities and generally succeeding as pilots. It is also demonstrated that they were unable to pursue a career as pilots due to financial challenges, which is why financial planning is believed to be essential. Another crucial element of a pilot's performance is their abilities, specifically their non-technical and decision-making skills, which the researchers' respondents said were beneficial. Success is also overshadowed by financial constraints and connections. The impact of the curriculum was assessed using cross-tabulation and theme analysis. Lastly, recommendations are made to further help and support the curriculum and have a better success rate for pilots.
A.C.G. Laguisma, A.L. Trajano, J.R.B. Soriano, K.C.C. Angeles, M.L.V. Agbayani, M.R.G. Ono
This research aims to develop a web-based platform that integrates artificial intelligence to make Japanese language learning more accessible and interactive. Designed for travelers, overseas workers, and self-learners, Japanese Learning Management system with Artificial Intelligence Powered Tutor utilizing Llama-3.1-8B provides JLPT N5–N4 lessons with an AI tutor that offers pronunciation feedback and captions displaying Japanese scripts with romaji (the Romanized representation of Japanese words) and English translations. The system was developed using Flask, Alpine.js, Tailwind CSS, and MySQL, while the AI feature was trained with Hugging Face Transformers and PyTorch for voice recognition. To achieve these objectives, the system was developed using the Agile methodology following the Scrum framework, ensuring iterative design, testing, and integration of features. Evaluation results from 219 students, three IT professionals, and one Japanese language instructor showed high satisfaction, with overall ratings of 3.85, 4.61, and 5.00 respectively. These results confirm that the system effectively enhances pronunciation, comprehension, and learner engagement through AI integration. Future improvements include expanding datasets, training the AI on stronger hardware, refining usability, and adding higher JLPT levels and other languages to make the platform more versatile and scalable. This study presents the development and evaluation of a Japanese Language Learning Management System (LMS) integrated with an AI-powered tutor utilizing LLaMA 3.1 8B, designed to support learners preparing for JLPT N5–N4 levels. The system combines structured lessons with interactive features, including real-time pronunciation feedback, voice recognition, and captioned scripts displaying Japanese characters with romaji and English translations. Built using Flask, Alpine.js, Tailwind CSS, and MySQL, the AI component was fine-tuned with Hugging Face Transformers and PyTorch for speech processing. A quantitative descriptive design guided the evaluation, involving 219 students, three IT professionals, and one certified Japanese language instructor. Assessment instruments were based on ISO/IEC 25010 software quality standards and language learning objectives. Results indicate high user satisfaction: end users rated the system 3.85 (Agree), IT professionals scored 4.61 (Agree), and the instructor gave a perfect 5.00 (Strongly Agree). Findings confirm that the platform effectively enhances pronunciation, comprehension, and learner engagement while meeting international software quality benchmarks. Future improvements include expanding datasets, optimizing AI performance, and adding higher JLPT levels and multilingual support to ensure scalability and broader applicability.
Arnel L. Poja, Marlon V. Baquillos
This study evaluates the implementation of the Occupational Safety and Health (OSH) program in public secondary schools in Valenzuela City during the 2025–2026 school year. Anchored on the CIPP (Context–Input–Process–Product) Model, it aims to examine the alignment between national policy mandates and localized school practices as a basis for developing a School Continuity Plan (SCP). A quantitative descriptive–correlational–predictive design was employed, with data collected from 100 school personnel—including School Heads, SDRRMC Coordinators, School Clinicians, and Teachers—using a standardized OSH monitoring checklist. Findings indicate that OSH implementation across occupational safety, occupational health, and industrial hygiene is at a high level. A significant difference in perception was observed based on respondents’ position, with School Heads reporting higher ratings than SDRRMC Coordinators. However, no significant differences were found when grouped according to length of service, school size, and budget, suggesting consistent implementation across school contexts. Regression analysis further revealed that profile variables do not significantly predict OSH implementation, accounting for only 5.7% of the variance, implying the influence of organizational factors such as leadership and safety culture. A weak but significant relationship was noted between OSH training and industrial hygiene practices. The study concludes that while OSH practices are generally well-implemented, they remain largely compliance-driven. The proposed School Continuity Plan emphasizes institutionalized certification, digital monitoring systems, and dedicated funding to enhance sustainability and resilience in school operations.
Deanne W. Otto, Jarrett Ryan Moses
Social studies educators in the United States are increasingly tasked with preparing students to navigate environments characterized by volatility, uncertainty, complexity, and ambiguity (VUCA), intensified by sociopolitical polarization and systemic inequities. These conditions challenge compliance-driven reform and technical instructional solutions that fail to account for cultural context, political contestation, and institutional constraint. This mixed-methods study examines how high school social studies teachers understand and apply Evidence-Based Practices (EBPs), how these practices align with Culturally Relevant Pedagogy (CRP), and how educators perceive their effectiveness in developing the 6Cs—Critical Thinking, Communication, Collaboration, Creativity, Connectivity, and Culture.
Nguyen Huu Chau
Along with active learning methods, experiential learning plays a crucial role in forming and developing key qualities, general competencies, and core mathematical competencies in students. Through experiences students gradually develop independent thinking, the ability to proactively identify problems, and propose approaches and solutions not only in mathematics but also in real-life situations. Learning through experiences allows students to access knowledge through the "learning by doing" approach, linking theory and practice. This process not only helps students acquire knowledge and accumulate new experiences but also helps them understand the knowledge formation process, thereby enhancing their ability to apply and develop sustainable learning competencies. Experiential learning is a topic of great interest to educators, especially when Vietnam is implementing the new curriculum for general education. However, when implementing experiential learning in the mathematics curriculum, students and even teachers still face many difficulties. This article presents a practical study on the understanding and organization of experiential teaching and learning in mathematics in some secondary schools in Vietnam, thereby suggesting some necessary issues for the futher training of mathematics teachers.
Agnimoan Constant Alihonou, Alain C. N. Adomou, Jules Anicet S. Yamonche, Léandre Mathias Vissoh
This study investigates the feasibility of electrical energy generation using a low-cost aluminum–carbon electrochemical cell operating in a saline electrolyte. The experimental setup consisted of aluminum foil as an anode, a carbon rod as a cathode, and a NaCl aqueous solution. Electrical performance was monitored over a three-week period through voltage and current measurements. The system produced an initial open-circuit voltage of up to 20 V and was capable of powering a low-power load. However, the output current remained limited (0.015–0.033 A), significantly restricting practical applications. Strong voltage fluctuations were observed, particularly during morning measurements, with a minimum voltage of 5.8 V, attributed to electrode degradation and electrolyte depletion. Despite these limitations, the system demonstrates potential for educational purposes and low-power backup applications. The integration of a battery storage system improved supply continuity. The study highlights both the feasibility and intrinsic limitations of rudimentary aluminum-based electrochemical energy systems.
Kiprop Kibet
The mathematical learning experience for international students becomes complex because they must navigate between language differences and education systems together with the cultural traditions of their home countries. The presence of these barriers strongly impacts both their academic performance and overall university experience in U.S. institutions. This study examines four essential aspects that affect international students' achievement in mathematics at Idaho University: language barriers merged with cultural adaptation, educational background history and institutional support programs. The research results reveal the necessity of improved English language education in addition to multicultural acceptance programs and specialized academic assistance programs which serve as fundamental approaches for student academic success. The study gives universities detailed recommendations about how to establish inclusive learning arrangements that serve STEM discipline students.
Kamalata Lukama
Background:The primary literacy programme, a Zambian literacy programme, has been implemented in Solwezi, using Kikaonde as a medium of instruction for the past 10 years, yet literacy levels remain low. Objectives: The objectives of the research were to investigate pedagogical knowledge that teachers possess when teaching literacy and understand the factors that influenced their selection of the teaching methods. Method:The study used a case study design, employed the constructivism theory of learning and interpretivism paradigm, with a sample of 15 teachers from six schools. Results:The results revealed that teachers possessed knowledge of several methodologies yet frequently failed to engage learners in active engagement. Their selection of techniques was anchored on their conviction in their efficacy and instruction received during continuous professional development meeting. The study suggests employing diverse teaching approaches (eclecticism) and discusses implications.
Edelyn C. Quirino, Lalaine G. Sariana
This study examined the effectiveness of Game-Based Learning (GBL) using DeepSeek Codes in improving Grade 8 students’ mathematics performance and attitudes. It was conducted at Dagatkidavao Integrated School using two intact classes. One group was exposed to Game-Based Learning (GBL) with 29 participants, while the other group received traditional instruction (NGBL) with 30 participants. A quasi-experimental pretest–posttest research design was employed. Students’ performance was measured using a standardized test, while attitudes were assessed through a modified Auzmendi’s Scale. The scale evaluated value, anxiety, enjoyment, motivation, and confidence using a five-point Likert scale. The procedure included pretesting, implementation of the intervention, and posttesting. Data were analyzed using Analysis of Covariance (ANCOVA) to control for pretest differences. Results showed that the GBL group achieved significantly higher performance than the NGBL group. In terms of attitudes, the GBL group also demonstrated more positive attitudes toward mathematics compared to the NGBL group, indicating an improvement in learners’ affective responses alongside their academic performance. Overall, the study concludes that Game-Based Learning is an effective approach for enhancing both mathematics achievement and students’ attitudes.
Henry James Nichols, Mahlape Sylvia Mota
The Lesotho constitution prohibits any form of discrimination while Education Act of 2010 ensures education for all. Nevertheless, there is still discrimination at school based on sexual orientation against queer learners in Lesotho. This qualitative study explored the attitudes of high school teachers towards queer learners in Lesotho high schools. It sought to answer the main research question; What are the attitudes of Lesotho’s high school teachers towards queer learners? It was found that teachers promote and enforce heteronormativity because they lack understanding of gender and sexual diversity. It is worth noting that mannerisms, gestures and clothing were seen as markers for individual gender identity or orientation. These findings emphasize the need for more inclusive pre-service and in-service programs which will enable teachers to be equipped with necessary skills and increase their confidence in initiating educational initiatives that foster acceptance of queer learners in schools.
Edellita A. Dela Cruz, Maricar S. Prudente, Socorro E. Aguja
The study aimed to investigate the perceptions of teachers of the workplace environment program in a private basic education school in Valenzuela City, employing a mixed- methods sequential explanatory design that included both qualitative and quantitative approaches. The concentrated-on teachers’ workloads, support, relationships between and among school personnel, teacher roles, and the implementation of work changes. It was found that there was a significant improvement in the workplace environment condition of the teachers after the implementation of the PROTEC school workplace development program. It was observed from the results of the study that the highest improvement fell in change management, followed by role and relationship factors. However, there is still room for continuous improvement on support and workload factors in the workplace environment condition of teachers. It stressed the need for schools to support teachers in lesson delivery through diverse strategies and resources to foster academic success. It highlighted the importance of fair compensation for educators facing teaching overload and those covering absent colleagues, advocating for remuneration policies that recognize these extra responsibilities. Moreover, the researcher concluded that there was a significant difference in the perceptions of the respondents on a workplace environment condition before, during, and after the implementation of the PROTEC school workplace environment development program. The findings of the study served as a basis for proposing an action plan that intends to improve the management of a school workplace environment program for policy creation and integration that are beneficial to teachers’ well-being, fulfillment, and effectiveness, leading to the delivery for high-quality education.
John Reuel Carcasona, Leo C. Naparota
Criminology education requires students to balance rigorous academic requirements with physically demanding training activities. This study explored the lived experiences of criminology students in coping with academic pressure and training demands in a higher education institution in Lanao del Norte. Using phenomenological research design, the study explored how students manage the overlapping demands of academic coursework and quasi-military style training. Ten third-year criminology students who were selected through purposive sampling participated in the study. Data was collected through in-depth interviews and analyzed using Moustakas’ phenomenological method of data analysis. The findings revealed six themes describing students’ coping experiences: embodied strain and self-regulation; peer support and social influence; time management and prioritization; adaptation to different learning and training environments; institutional policies and resources; and motivation driven by personal and professional aspirations. The study concludes that criminology students experience significant academic and training pressures but develop coping strategies and resilience that help them adapt and persist in their educational journey. Hence, the administration ensures that criminology programs strengthen institutional support systems and student wellness initiatives to help learners effectively manage academic and training demands.
Edward C. Jimenez, Sharmaine C. Romero
This study aimed to explore the provision of social support to teachers in schools. The study generated five (5) major themes identified in school heads, colleagues, and family’s social support to teachers, namely: (1) Types of Social Support; (2) Professional and Personal Support and Networks; (3) Motivation and Encouragement; (4) Positive Coping Strategies; and (5) Seeking Support and Guidance. It fosters that schools, colleagues and families provide a comprehensive view of the multifaceted support systems and coping mechanisms that teachers rely on to navigate the challenges of their profession and maintain their well-being.
Edward P. Saramosing, Lilibeth R. Lozada, Maem Flordelis A. Sedo, Mare Erick T. Baloran, Mary Jane B. Amoguis, Sylvia J. Pidor
This qualitative study determined the relevance and transformative role of Values Education in the moral and personal development of public Grade 10 junior high school learners in Tagum City Division. Utilizing a descriptive qualitative research design, the participants selected through snowball sampling, with data collected through in-depth interview and focus group discussion. Findings revealed that learners consider Values Education essential as it nurtures their character, strengthens empathy and social responsibility, and guides ethical decision-making in everyday life. However, several learners noted that its significance lessens when lessons are not contextualized or applied beyond the classroom. Further results showed that the principles gained from Values Education serve as moral guide that enable learners to practice virtues, reflect on their choices, and pursue continuous self-improvement. Learners also emphasized the importance of experiential learning, strong role modeling by educators, and the collaborative involvement of the home, school, and community to ensure that values taught in class are consistently lived out. The study revealed that Values Education remains highly relevant when it is grounded in real-life experiences and supported by interconnected social influences.
Alexander Uzochukwu Ogbunugwor, Bala J. Ogu bala, Iwundu Sochima Peace, Nwanebo Juliet Onyekachi, Okechukwu Uzoamaka Deborah, Onwurah Chrysantus Chinyere, Patience Chinenye Ibe, Polycarp Chibueze Nworie, Ude Anthony Chijioke
This study determined factors militating against entrepreneurial engagement of rural women in Orlu Local Government Area of Imo State. Three research questions guided the study. Descriptive survey research design was adopted in this study. The population of the study comprised 9,711 rural women of various communities in Orlu LGA. The Taro Yamane formula was used to arrive at a sample size of 357. The instrument used for data collection was a questionnaire developed by the researchers and structured on four points rating scale. The reliability of instrument was computed using Cronbach Alpha which yielded a co-efficient of 0.78. the instrument was therefore deemed reliable for the study. Arithmetic mean and standard deviation were used to answer the research questions. The finding drawn from the results reveals that economic and socio-cultural factors militated against entrepreneurial engagement of rural women in Orlu Local Government Area. The finding also reveals that psychological factors did not militate against entrepreneurial engagement of rural women in Orlu Local Government Area. Based on the findings, it was recommended among others that the government, financial institutions, and development partners should increase access to financial capital for rural women through the establishment of gender-sensitive microcredit schemes, cooperative societies, and grants tailored specifically to small-scale women entrepreneurs among others.
Regina Embon Samillano
The study investigates the involvement and adaptive approach of the faculty members along with the implementation of the various formulated learning modalities during the COVID-19 pandemic. The research objective is to deliver a comprehensive evaluation of how educators have responded to the adapted system of instruction including online and modular forms while simultaneously addressing the dilemma posed by the sudden transition from traditional classroom setting. Employing a grounded theory approach, this study conducted a semi-structured interview set-up with twelve licensed professional teachers from six higher education institutions (HEIs). The development of themes into patterns that reflect the modifications in instructional implementation leads to a theoretical framework that enlightens future educational practices. The findings feature how the HEIs have substantially adapted to new pedagogical strategies warranted by the new normal setting with the integration of synchronous and asynchronous learning mechanisms. The participants manifested a strong reliance on digital platforms for instructional delivery, emphasizing both the challenges and successes encountered. Furthermore, while most faculty initially are crucial with technology-based platforms, progress was observed through time, aided by training sessions and collaborative working environments. An efficient institutional support and drive are essential for enhancing faculty readiness and involvement, ultimately leading to enhanced student learning outcomes. Demonstrated flexibility in teaching execution is noted as HEIs continue to respond and resolve the complexities of distance learning. Qualitative analysis further reveals that sustained institutional commitment, resource accessibility, and faculty professional growth collectively contribute to the long-term viability of distance education. With this, the Adaptive and Disruption-Responsive Institutional Framework for Teaching (ADRIFT) emerged, grounded from the data collected, offering a replicable model for future crisis-driven educational transitions.
Jimmy M. Telen
Failing professional exams reduces motivation. Using a qualitative descriptive design, I explored school heads' perceptions of regaining motivation to continue leading after failing the National Qualifying Examination for School Heads. I conducted interviews and focus group discussions with 15 purposively selected school heads and analyzed the data using thematic analysis. I found out that school heads sustain leadership by exercising autonomy, building competence through resilience, and maintaining strong relationships with others; they remain accountable and committed to serving their school communities with integrity despite challenges; and validation from others strengthens their confidence, enabling them to continue leading with resilience and purpose. Educational policies may be reviewed to strengthen leadership resilience through autonomy, competence, collaboration, accountability, and support systems. Future research may test autonomy and competence as mediators and develop a validated instrument using EFA.
Mukhiffun Mukapit, Nur Qamarina Sharom, Saida Farhanah Sarkam, Siti Rohana Daud
Educational institutions increasingly rely on teachers and academic staff to demonstrate creativity and innovation in teaching, curriculum development, and problem-solving. However, the psychological and organizational conditions that foster creative capability among educators remain insufficiently explored. This conceptual paper examines the relationship between organizational justice and creative self-efficacy within educational institutions, including primary, secondary, and tertiary education. Drawing on Social Cognitive Theory and Organizational Justice Theory, the paper proposes that perceptions of fairness within institutions, namely, distributive, procedural, interpersonal, and informational justice play a key role in fostering educators’ beliefs in their ability to produce creative outcomes. Creative self-efficacy represents educators’ confidence in their capacity to generate innovative teaching practices and solutions. The paper synthesizes prior empirical and theoretical literature to develop a conceptual framework linking organizational justice to creative self-efficacy among educators. The study argues that fair organizational practices enhance psychological empowerment, trust, and motivation, thereby strengthening creative confidence among educators and academics. The paper concludes by outlining implications for educational leadership, institutional governance, and future empirical research aimed at improving innovative capacity in educational systems.
Jhanmart B. Sullano
Career aspirations play a crucial role in shaping students’ future professional paths, particularly among criminology students who aim to pursue careers in law enforcement, public safety, and the justice system. This study examined the influence of family background and peer relationships on the career aspirations of criminology students in a private Higher Education Institution in Zamboanga del Sur using a quantitative approach with a descriptive–correlational research design. A total of 238 respondents were selected through stratified random sampling, and data were collected using modified survey questionnaires. Statistical tools such as mean, standard deviation, Pearson Product Moment Correlation Coefficient, and multiple regression analysis were utilized in the analysis. Findings revealed that respondents generally have a good to very good family background, with parental occupation receiving the highest rating, while peer influence was high, particularly in peer modeling. Students also demonstrated a high level of career aspirations, especially in motivational aspects. Results showed significant positive relationships between family background and career aspirations, as well as between peer influence and career aspirations. Regression analysis further indicated that parental education, socioeconomic status, family structure, and peer modeling significantly predict career aspirations, with parental education as the strongest predictor. The study concludes that supportive family environments and positive peer interactions play a vital role in strengthening students’ motivation, skill development, career planning, and confidence in pursuing their professional goals, while personal motivation and both family background and peer modeling jointly shape students’ preparedness and commitment toward future careers in criminology.
Agbonjaru, S. I, Ekekwe, M. O, Njoku, F.N
Financial market liberalization is a key aspect of economic globalization, with capital flows from developed to developing countries expected to enhance growth. This study assessed the impact of financial liberalization on economic growth in Anglophone West African countries from 1990 to 2022. Data were obtained from UNCTAD, the World Bank’s World Development Indicators (WDI), and IMF databases. Financial liberalization indicators, including bank credit to the private sector and savings mobilization, were analyzed alongside inflation, interest rate, and financial market depth. Using unit root and cointegration tests, the study employed the Pooled Mean Group (PMG) estimator within static and dynamic panel frameworks. The results showed mixed integration orders of I(0) and I(1), while the Kao cointegration test confirmed a long-run equilibrium relationship between financial liberalization and economic growth. PMG estimates revealed that financial openness had a positive and significant effect on growth. Financial market depth had a positive but insignificant effect. Interest rate had a negative and significant impact, while savings mobilization and inflation had negative and insignificant effects on growth. The study concludes that financial openness is a key driver of economic growth in the region and recommends a coordinated policy approach to strengthen financial systems for sustained growth.
Abd Rahman Ahmad, Alaa S Jameel, Hairul Rizad Md Sapry, Mohamud Mohamed Hassan
Financial sustainability has emerged as one of the most pressing structural challenges confronting Malaysian public higher learning institutions (HLIs). Although there has been a strong articulation of policy commitments in successive national blueprints, the financial structure of public universities in Malaysia has continued to be characterised by a strong and structural reliance on government grants, decreasing per-student spending, and insufficient ability to generate autonomous income. This conceptual paper, based on Institutional Theory and in particular the terms of institutional logics and loose coupling, critically discusses the nature, factors, and implications of financial unsustainability in Malaysian public HLIs. This analysis has shown that financial sustainability is not simply a fiscal management issue but an even more institutional phenomenon influenced by conflicting logics of academic mission and market accountability. The paper goes further to explore how Malaysia Higher Education Blueprint 2026-2035 (MHEB 2026-2035) and the New Funding Formula (NFF) reconfigure the financial governance terrain, escalating institutional demands on public universities to diversify their revenue streams and achieve performance-based results. In its argument, the paper contends that it is not only necessary to technically reform funding mechanisms but also contextually sensitive institutional strategies that align competing organisational logics in order to achieve financial sustainability in the Malaysian context. Moreover, the analysis contributes to the higher education finance literature as it provides a policy-synthesized, theoretically based analysis of financial sustainability within a developing-country setting.
Arwansyah bin Kirin, Edriagus Saputra, Mohd Shafiq Sahimi, Muhammad Hafis Mohd Hussain, Ramdan Baba
Obesity among young adults is an increasingly prevalent public health issue and is often associated with the consumption of flavoured beverages or sugar-sweetened beverages (SSBs), which contribute excessive liquid calories. Although the relationship between SSBs and obesity has been widely discussed in the international literature, micro-contextual studies within the campus environment of Malaysian public universities remain limited. This study aims to identify the dominant types of flavoured beverages, purchasing factors and the relationship between flavoured beverage purchasing factors and students’ body mass index (BMI) at Universiti Tun Hussein Onn Malaysia (UTHM), Pagoh Campus. This cross-sectional quantitative study involved 300 students selected through simple random sampling, with data collected using a digital questionnaire and analysed using descriptive statistics and regression in SPSS. The findings indicate a high inclination toward flavoured beverages (M = 3.74), particularly tea- and coffee-flavoured beverages (M = 3.89), while the primary purchasing factor was the desire to feel refreshed (M = 4.20). In terms of BMI, 49% of respondents were in the normal category, while 34% were in the overweight category. Regression analysis showed a significant relationship between flavoured beverage purchasing factors and BMI (p < 0.001), but with a small effect (Adjusted R² = 0.082), indicating that obesity is influenced by various other factors. This study contributes important local empirical evidence for the development of data-driven campus health interventions to reduce obesity risk among university students. From an ethical perspective, data collection was conducted voluntarily through informed consent at the beginning of the Google Form; respondents’ confidentiality and anonymity were maintained in accordance with the principles of human research ethics. However, the cross-sectional design limits causal inference and the temporal direction between flavoured beverage purchasing factors and BMI cannot be ascertained. Self-reported measures of beverage preferences/motivations and BMI may introduce recall bias and social desirability bias and may lead to misclassification of obesity status. Therefore, the small effect finding (Adjusted R² = 0.082) supports the need for a more ecological multivariable model incorporating physical activity, overall diet, sleep, stress, socioeconomic status, and the campus food environment.
Dolapo Z. Olupayimo
Culture in Africa is one great barrier to transformative education. This is not to say that there was no education in Africa before Western education. Rather, the pioneers of western education perhaps did not gather enough on African culture before introducing it. It has therefore become next to impossible to totally penetrate the existing “culture fortress” and make education purely transformative. One “culture fortress” identified by the present author is the “Almajiri culture” amongst the Hausa-Fulani people of Northern Nigeria. The argument of the present writer is that this “culture fortress mentality” must first be broken through by in-depth study of the people’s culture if transformative education is to be provided. Data are gathered from ethnographic sources from the Northern Nigeria, oral information elicited from Hausa-Fulani group found in Southwestern Nigeria and secondary information in books and journals. The data were analysed through the use of historical method where elicited information are juxtaposed with existing study to verify the veracity of claims earlier made. The study found that Nigeria has recorded some ground breaking successes, yet much still required to be done to attain educational transformation perhaps because background studies on the people are not enough yet.
Mizel Faith Z. Deguiñon
This study investigated the relationship between the integration of Gender Equity Concepts and learners' Values Formation in the Division of Malaybalay City District IX for SY 2025–2026. Specifically, it assessed the integration of gender equity across curriculum content, pedagogical approaches, and learning environments, and its impact on fostering social values such as inclusivity and fairness. Data collected from public school teachers were analyzed using descriptive and correlational statistics. Findings revealed a highly evident integration of gender concepts, reflecting a strong teacher commitment to gender-sensitive strategies. Consequently, learners exhibited highly positive values formation, characterized by deep respect for diversity and social responsibility. Statistical analysis confirmed a significant relationship between gender equity integration and values formation. The study concludes that mainstreaming gender concepts effectively enhances students' moral and ethical development. It is recommended that schools strengthen gender-mainstreaming initiatives and provide continuous professional development for teachers to sustain an inclusive and equitable learning environment.
Kolapo Quadri ABAYOMI, Ugoeze C. SYLVANUS-KILLIAN
COVID-19 was declared a Public Health Emergency of International Concern on January 30, 2020, and a pandemic on March 11, 2020, prompting governments worldwide to implement containment and mitigation measures to suppress transmission. In Nigeria, the first confirmed case in February 2020 activated national response mechanisms led by the Nigeria Centre for Disease Control (NCDC) and the Presidential Task Force, marking a swift transition to outbreak response. The Nigerian response included public health interventions such as entry screening, emergency operations centers, testing, contact tracing, risk communication, and non-pharmaceutical interventions like movement restrictions. This study collected data from primary and secondary sources using a structured questionnaire administered to 350 respondents, including NCDC staff and Nigerians from the six geo-political zones and states in Nigeria namely North-Central (Federal Capital Territory – FCT), North East (Gombe), North-West (Kaduna), South-East (Enugu), South-South (Rivers) and South-West (Lagos). Employing a descriptive survey design and guided by health system resilience and risk communication frameworks, the research found that digital and electronic media were central to the NCDC’s communication strategy during the pandemic, reflecting a global trend toward digital-first health communication. However, significant gaps were identified in stakeholder and professional engagement, particularly the limited interpersonal communication between the NCDC and frontline healthcare workers. Despite the crucial role of health workers as trusted sources of information, respondents reported weak communication links, indicating inadequate integration of health workers into the communication process. Policy implementation gaps also continue to hinder the effectiveness of Nigeria’s health system. The study recommends that the NCDC adopt a hybrid communication strategy combining digital and traditional media - including internet-based tools, radio, community meetings, posters, and local-language broadcasts - to reach populations without internet access. Additionally, engaging community-level structures such as village heads, religious leaders, and market associations is crucial for culturally relevant public health messaging and reducing resistance to protocols.
Bea Jane Acaac, Danielle Kate Bado, Marlon Tabaosares, Miguel Montesclaros, Queenie Gera, Scott Gahum, Ysha Gabriella Chua
Manual dexterity is the ability to perform coordinated, precise hand movements that is essential in both academic and professional contexts. This study examined the effects of different music tempos on manual dexterity among Senior High students. Using a quantitative quasi-experimental within-subjects design, 50 participants completed the Nine-Hole Pegboard Test under four conditions: silence, slow tempo (60 BPM), medium tempo (124 BPM), and fast tempo (175 BPM). Results from repeated measures ANOVA revealed a significant effect of music tempo on manual dexterity, F(3, 147) = 4.21, p = .007, partial η² = .079. Post hoc tests indicated that both medium and fast tempos produced significantly faster placement times than silence. Effect sizes across comparisons suggested small to medium practical significance. Future research should explore various music genres, non-dominant hand performance, and long-term impact.
Dr. Oroma Alikor, Dr. Osilem Okachiku-Agbaraeke
The study investigated the incidence of the hand-over of public secondary schools to the missions in Rivers State and the implications for functional secondary education, the three objectives of the study include to determine the level of provision of modern infrastructural facilities and instructional materials, to ascertain the level of motivations of the staff, and the standard of moral discipline for functional education in the public secondary schools handed-over to the missions in Rivers State. Three research questions and three corresponding hypotheses were formulated to guide the study. The population of the study consist of 820 teachers and 20 public secondary schools handed-over to the missions. The sample of the study consist of 240 male and female teachers in the schools handed-over to the missions. The questionnaire was titled “Functional Education in the Public Secondary Schools Handed-over to the Missions Questionnaire (FEPSSHMQ).” Mean score was used to analyze the research questions, while z-test was used to test the hypotheses at 0.05 alpha level and tables were used to organize the data. The results of the study indicated that in the schools handed-over to the missions in Rivers State, the level of provisions of modern infrastructural facilities and instructional materials have improved, the motivational strategies put in place for staff of the mission schools is insufficient, and the standard of moral discipline of the students has improved teaching and learning in the mission schools. Also, it was indicated that the null hypothesis 1 and 3 were accepted, while their alternate hypotheses were rejected. On the other hand, while the null hypothesis 2 was rejected, the alternate hypothesis was accepted. Based on the findings of the study, conclusion and suggestions were made.
Jey Mar N. Lita, John Mark M. Mayor
This study examined how science teachers integrate Disaster Readiness and Risk Reduction (DRRR) concepts in Grade 9 Life Science learning competencies. Using a descriptive qualitative research design, data were collected through individual interviews, focus group discussions, and document analysis. Findings revealed that teachers employ diverse integration strategies, including health–hazard, environmental, scenario-based, inquiry-based, community-based, and reflective approaches. These strategies enable students to connect scientific concepts with real-life disaster contexts, promoting awareness and resilience. However, the integration is often implicit and not consistently reflected in instructional documents such as Daily Lesson Logs. The study highlights the need for structured teaching guides to support explicit and systematic DRRR integration in science education.
Agnimoan Constant Alihonou, Alain Adomou, Jules Anicet Sagnon Yamonche, Léandre Mathias Vissoh, Victorin Chégnimohan
Simultaneous access to electricity and drinking water remains a major challenge in rural areas of Benin. This work proposes the design of an integrated system combining solar and hydropower to effectively meet the energy and water needs of a typical community of 10,000 inhabitants. The methodology adopted is based on needs assessment, equipment sizing (solar panels, pump, tank, turbine, and alternator), and a techno-economic feasibility study. The results obtained demonstrate the feasibility of a system capable of producing an average of 1,976.98 kWh per day and supplying 2,668.88 m³ of water, thus guaranteeing energy and water self-sufficiency for rural populations. This innovative solution highlights the importance of an integrated approach to address the challenges of the energy transition and universal access to basic services in Benin.
Edna B. Nabua, Joshua T. Tajures
Scientific literacy–oriented assessment has become a central goal of contemporary science education; however, Chemistry assessment practices in many senior high school contexts remain largely recall-based and offer limited diagnostic value for identifying students’ conceptual learning gaps. Within the Philippine setting, locally developed assessment tools aligned with the Programme for International Student Assessment (PISA) Science Framework remain scarce. This study examined the Chemistry mastery levels of Grade 12 students using a PISAaligned assessment instrument and identified least mastered content areas to inform instructional planning. Using a descriptive research design, data were gathered from Grade 12 students through a researcher-developed, PISAaligned Chemistry questionnaire. Analysis of students’ performance revealed that a majority did not meet expected proficiency levels, indicating substantial learning gaps. Topic-level results showed that Nuclear Chemistry, Chemical Reactions, and Atomic Structure were the least mastered areas, while performance was comparatively stronger in Chemistry in Everyday Life, suggesting greater understanding in applied and contextualized content. The findings highlight the value of PISA-aligned assessments as diagnostic tools for revealing topic-specific learning gaps and supporting evidence-informed instructional decisions. The study underscores the need for targeted instructional interventions and assessment practices that prioritize conceptual understanding and scientific literacy, particularly in abstract and conceptually demanding areas of Chemistry
Edna B. Nabua, Raihana M. Mangilala
This study sought to develop and psychometrically validate a Grade 10 Chemistry achievement instrument intended for diagnostic assessment and to determine students’ least mastered Chemistry competencies. A researcher-constructed 50-item multiple-choice instrument was developed based on selected Grade 10 Chemistry learning competencies prescribed in the curriculum. The instrument underwent readability analysis and content validation by three experts in Chemistry education to establish content relevance, clarity, and alignment with intended learning outcomes. Following expert review, the instrument was pilot tested with 150 Grade 10 students to evaluate reliability and perform item analysis. Reliability estimation using Cronbach’s alpha yielded a coefficient of 0.846, indicating high internal consistency. Item difficulty and discrimination indices were examined, resulting in the retention of 30 items that satisfied acceptable psychometric standards. The validated 30-item achievement instrument was subsequently administered to 88 Grade 10 students from two purposively selected sections at MSU–University Training Center, Marawi City. Student performance was analyzed using a criterion-referenced framework to determine mastery levels across Chemistry learning competencies. Findings revealed differential levels of mastery, with Chemical Reactions emerging as the least mastered competency, while topics related to Solutions, Acids and Bases, and Gases and Gas Laws were moderately mastered. Overall, the results provide empirical evidence that the developed instrument demonstrates satisfactory validity and reliability and functions effectively as a diagnostic assessment tool. The study highlights the critical role of validated diagnostic assessments in identifying learning gaps and informing targeted instructional interventions to enhance the teaching and learning of Chemistry at the secondary level.
Dr. Shalaka Patel
The rapid integration of digital technologies in education has significantly transformed traditional teaching–learning processes, giving rise to blended learning as an effective instructional approach. Blended learning combines face-to-face classroom instruction with online learning components, thereby creating a flexible, interactive, and student-centered learning environment. The present study aims to examine the impact of the blended learning approach on student engagement and academic achievement among B.Ed. students. A quasi-experimental pre-test–post-test control group design was employed, involving a sample of 60 B.Ed. students, divided equally into experimental and control groups. The experimental group was exposed to a structured blended learning intervention for four weeks, while the control group was taught using conventional lecture-based methods. Data were collected using a Student Engagement Scale and an Academic Achievement Test developed and validated by the researcher. The findings revealed a statistically significant improvement in both student engagement and academic achievement among students exposed to the blended learning approach. Furthermore, a positive correlation was observed between student engagement and academic performance, indicating that higher levels of engagement contribute to improved learning outcomes. The study highlights the effectiveness of blended learning in promoting active participation, motivation, and deeper understanding among learners. The results suggest that blended learning can be a powerful pedagogical strategy in teacher education programs, enabling future educators to integrate technology effectively into classroom practice. The study recommends the incorporation of blended learning approaches in curriculum design to enhance the overall quality of teaching and learning.
Eustasy Mwamba, Henry Mulenga, Overson Shumba
Extensive research supports the use of rubrics in assessing mathematics learning outcomes. However, their value in improving student performance is contradictory. This quasi-experimental study investigated the impacts of rubrics on students’ algebraic competencies in quadratic equations. Six grade eleven classes (n=149) were randomly sampled from three secondary schools in Mafinga district (Zambia). Three intact classes (n=78) were randomly assigned to experimental groups and used the rubrics to obtain feedback and support self-assessment in the second term of 2024. Three comparison groups (n=71) implemented the same formative assessment practices without rubrics. Students’ responses to quadratic equations were analyzed qualitatively based on the Structure of Observed Learning Outcomes (SOLO) taxonomy. The results showed that the students who used rubrics significantly improved their procedural skills in solving quadratic equations, including identifying formulas, analyzing problems, applying logical reasoning, and communicating solutions effectively. These findings demonstrate that by providing timely feedback and promoting students’ self-assessment, rubrics can significantly improve secondary students’ competencies in solving quadratic equations.
Muhammad Najibulmuti’e Hamdan, Norliza Ghazali, Siti Salina Mustakim
The expanding utilization of educational technologies, the introduction of digital classroom concepts, and the interest in teaching innovations have resulted in an increased recognition of the possible deployment of mo-bile seamless learning strategies to facilitate learning growth in educational institutions. Nevertheless, the majority of research has mostly concentrated on the application of mobile seamless learning strategies within the context of higher education. Consequently, there remains a dearth of research evidence and studies per-taining to the practical application and continuous execution of educational initiatives in pre-higher educa-tion. Hence, it is imperative to have a deeper comprehension of the execution of mobile seamless learning strategies in elementary and secondary education, based on existing literature on mobile seamless learning strategies. This systematic literature review (SLR) intended to uncover mobile seamless learning strategy research that focuses on adopting mobile seamless learning strategy at pre-higher education levels, including in pre- school, primary, or secondary school. This SLR was carried out based on the SALSA framework to determine the protocol, search, appraisal, synthesis, analysis, and reporting approaches. The data corroborate the claims that the application of mobile seamless learning method in school is still inadequate, while the deployment has been observed largely in developed countries. The implementation is focusing on the educational and learning context, research areas and research focus, data collection techniques, and mobile tech-nology used. The literature review has demonstrated a dearth of research on the implementation of mobile seamless learning strategy at the primary and secondary education levels.
Alya Binti Ashrof, Ashrof Zainuddin
Synthetic Phonics (SP) in early reading development was well established and was strongly advocated by the Rose Review of England, as it stated how synthetic phonics offers the best passage to become a skilled reader. In the Malaysian context, there is a lack of in-depth understanding of how it is being implemented in classroom settings, particularly teachers’ pedagogical practices in teaching English as a Second Language (ESL) and students’ points of view on this approach. This qualitative study was designed to address the experiences and practices of Malaysian primary school teachers and corresponding perceptions of students from Standard 1 and 2 regarding the implementation of SP through the teachings of blending and segmenting. Data were collected through semi-structured interviews from both teachers and students and analyzed using thematic analysis. Though various effective pedagogical practices for teaching the approach of SP could be identified, a gap between their practices and the realities in the classroom was discovered. The gap is driven by issues of class size and students' lack of prior exposure to the language. This paper consequently concludes that effective implementation of successful blending and segmenting pedagogical practices in phonics teaching is best achieved through collaboration of teachers, education leaders, and policymakers.
Angelie O. Cahayag
This study examined the relationship between 21st-century learning skills and the problem-solving ability of 356 Grade 6 learners in San Fernando II District, Division of Bukidnon, during the School Year 2025–2026. A descriptive–correlational research design was employed to determine the levels of learners’ 21st-century skills, critical thinking, communication, collaboration, and creativity, and their problem-solving ability, as well as the association between these variables. Data were collected using validated survey instruments and analyzed using descriptive statistics, Pearson product–moment correlation, and multiple regression analysis. Findings revealed that learners demonstrated moderate levels of critical thinking and communication, and high levels of collaboration and creativity, while their overall problem-solving ability was interpreted as good. However, correlation analysis showed no statistically significant relationship between 21st-century skills and problem-solving ability. Regression results further indicated that none of the skill dimensions significantly predicted learners’ problem-solving performance.
Anisia Njeri Ndwiga, Juster Mungiria, Peter Kimanthi
The quality of organizational climate within educational institutions significantly influences teacher motivation, job satisfaction, and overall performance. In Kenya, persistent challenges such as teacher demotivation, high attrition, and declining instructional quality raise concerns about the workplace environment, particularly in rural and semi-arid sub-counties like Mbeere North in Embu County. This study investigated the influence of collaborative and autonomous organizational climates on teachers’ job performance in public secondary schools in Mbeere North Sub-County. The study was anchored on the Organizational Climate Theory and employed a descriptive survey research design. The target population comprised 650 teachers and 47 headteachers across 47 public secondary schools. A proportionate sample of 229 teachers and 25 headteachers was selected using stratified and simple random sampling techniques. Data was collected using structured questionnaires for teachers and a semi-structured interview guide for headteachers. Quantitative data was analyzed using descriptive statistics and logistic regression, while qualitative data underwent thematic analysis. The findings revealed that a collaborative organizational climate had a significant positive effect on teacher job performance (β = 0.257, t = 3.507, p < 0.05), highlighting the importance of teamwork and peer support. Furthermore, an autonomous organizational climate significantly influenced job performance (β = 0.399, t = 3.117, p < 0.05), suggesting that professional freedom and innovation improve teacher accountability and instructional delivery. The study concludes that fostering collaborative practices and granting professional autonomy are critical to enhancing teacher effectiveness. It is recommended that school administrators actively promote cross-departmental teamwork and empower teachers with instructional independence to boost overall academic performance.
Christian Oliver F. Guilaran
Demotivation to complete schooling is alarming. This study aimed to determine the significance of problemsolving skills and emotional regulation in determining motivation to complete schooling. The study used a diagnostic research design with 204 Senior High School students selected through simple random sampling, employed a survey questionnaire, and analyzed the data using multiple linear regression. The findings show that the determinants significantly influence the criterion, partially supporting Resilience Theory. Future studies should examine additional variables, such as family and external support systems, to explain the remaining 47.40% of the variance. At the same time, schools implement programs that strengthen students' problem-solving and emotional regulation skills, thereby enhancing motivation to complete schooling.
William Amon Ombewa
In Kenya the cumulative dropout rate in primary education have been as high as 37 percent between standards 1 and 7. The survival rate at primary level has been low at 40 percent. However in Muhoroni Sub-County the high enrolment rate was short lived. The purpose of this study was to find out the influence of school administrative practices on pupils’ school dropout in public primary schools in Muhoroni Sub-County. The specific objectives were: to establish the levels of school administrative practices; to determine the pupils’ school dropout rate; and to establish the extent to which school administrative practices contributed to pupils’ school dropout.The results established the level of practice of the school administrative practices in the sub-county at 40.2% (mean = 2.352, SD = 0.815). The overall pupils’ school drop-out was determined at 22.7% (grade 1 = 30.4%, grade 2 = 24.2%, grade 3 = 19.7%, grade 4 = 16.9%, grade 5 = 16.3%, grade 6 = 15.8%). The school drop-out peaked both at the commencement (27.3%) and the end (28.3%) of academic years. School administrative practices predicted school drop-out at 24.2% (ANOVA results:F (65)=1.274 P <0.05) and correlated it at r= -0.124 p <0.05. Content validity of the questionnaires was assessed by experts while reliability through internal consistency (α = 0.822). Data was analysed using frequencies, percentages, multiple regressions and Pearson’s moment correlation and presented using figures, tables, bar graphs, line graphs and normal Q-Q plots.In conclusion, school administrative practices formed reliable predictors and correlates of school drop-out rates. It was recommended that school drop-out rates should be studied not only on the administrative practices basis, but also by considering non-administrative factors.
Sween Shield V. Inson
This study examined the extent of inquiry-based learning (IBL) in the environment and the level of critical thinking skills among Grade 4 learners in Social Studies in San Fernando District II, Division of Bukidnon, during the School Year 2025–2026. Specifically, it assessed IBL across engagement, exploration, explanation, elaboration, and evaluation, and determined its relationship with learners’ critical thinking skills. A descriptive–correlational design was employed, involving 195 learners selected through simple random sampling. Data were collected using adapted questionnaires with established reliability (Cronbach’s alpha = 0.93 for IBL; 0.90 for critical thinking) and content validity through expert review. Data were analyzed using mean, standard deviation, and Pearson product–moment correlation. Findings revealed that the IBL environment was implemented to a moderate extent, while learners’ critical thinking skills were also at a moderate level. Correlation analysis showed no statistically significant relationship between the variables (r = 0.106, p > 0.05). This suggests that moderate and inconsistent implementation of inquiry-based strategies may not be sufficient to significantly enhance higher-order thinking skills. The study concludes that effective development of critical thinking requires more structured, sustained, and well-supported inquiry-based practices. Future research should incorporate multiple data sources and experimental designs to better examine causal relationships
Cyril Mawuli Honu-Mensah
Despite growing policy commitments to inclusive education, deaf and hard of hearing (DHH) students in Ghanaian higher education institutions continue to encounter significant barriers to full academic participation. National policies such as the Inclusive Education Policy (2015) and the Persons with Disability Act (2006) formally promote equitable access to education. However, empirical studies consistently show that the implementation of these policies within universities remains uneven. DHH students frequently experience shortages of sign language interpreters, inaccessible teaching materials, limited lecturer preparedness for inclusive pedagogy, and fragmented institutional support systems. Existing explanations for these barriers often emphasise resource constraints, institutional capacity limitations, or weaknesses in policy implementation. While these factors are important, they do not fully explain why accessibility gaps persist even when institutional actors recognise the needs of students with disabilities. This paper proposes a conceptual framework of Institutional Bystanding (IB) to explain patterns of organisational inaction within higher education systems. Drawing on insights from the Bystander Effect in social psychology and Critical Disability Theory, the paper argues that accessibility gaps may arise when responsibility for responding to students’ needs becomes diffused across multiple institutional actors. Within such environments, lecturers, administrators, and support units may assume that other actors are responsible for providing accommodations, misinterpret collective inaction as evidence that intervention is unnecessary, or hesitate to act due to uncertainty about institutional expectations. The proposed framework identifies the interaction between structural conditions, including policy ambiguity, fragmented administrative structures, limited accessibility resources, and weak accountability systems, and psychological mechanisms such as diffusion of responsibility, pluralistic ignorance, and evaluation apprehension. Together, these factors can produce Institutional Bystanding, resulting in delayed accommodations, inconsistent accessibility practices, and increased reliance on student self-advocacy. The framework offers a theoretical lens for understanding accessibility gaps and highlights the need for structural reforms that clarify responsibility and strengthen institutional accountability for disability inclusion.
Md. Rosli bin Ismail, Ts. Azri bin Said
This conceptual paper examines the influence of instructional leadership on the use of artificial intelligence (AI) applications among vocational college lecturers in the Sarawak Zone within the context of the Fourth Industrial Revolution (IR 4.0). While AI technologies are increasingly recognised for their potential to enhance teaching and learning, the actual use of AI applications among vocational lecturers remains inconsistent and relatively limited. Existing studies have predominantly focused on technological readiness and digital literacy, with limited attention given to how instructional leadership shapes lecturers’ adoption of AI, particularly within vocational education contexts in Sarawak. Addressing this research gap, this conceptual paper proposes a conceptual framework that integrates Instructional Leadership Theory with the Technology Acceptance Model (TAM), the Unified Theory of Acceptance and Use of Technology (UTAUT), and Self-Efficacy Theory. The framework explains how leadership practices may influence lecturers’ use of AI applications through mediating factors such as self-efficacy, intrinsic motivation, and job satisfaction, as well as moderating factors including technological infrastructure and institutional support. The proposed framework provides a theoretical foundation for future empirical studies and offers insights for strengthening leadership-driven digital transformation in vocational education institutions.
Brian G. Torejas, Dr. Dominisio James S. Cuaresma, Dr. Edil Washif P. Insani, Dr. Feleciano Cajote Abe, Ellene Rose Navarro Fernando, Venedick Braza Bornales
This study examined the instructional motivation strategies employed by teachers and their influence on pupils’ learning outcomes in Aurora East District, Zamboanga del Sur, Philippines. Specifically, the research focused on four instructional motivation strategies: setting objectives, reinforcing effort, summarizing and note-taking, and assigning homework and providing practice. A descriptive–comparative research design was utilized to determine the extent to which these strategies were manifested and their perceived effectiveness in enhancing pupils’ learning. The respondents of the study consisted of nineteen (19) school administrators and one hundred ninety-eight (198) teachers from selected elementary schools in Aurora East District during the school year 2019–2020. Data were collected using a structured survey questionnaire and analyzed using descriptive statistics such as mean and standard deviation, while an independent samples t-test was used to determine differences in perceptions between administrators and teachers. The findings revealed that instructional motivation strategies were generally highly manifested among teachers, particularly in reinforcing effort and providing recognition to pupils. These strategies were found to contribute positively to pupils’ engagement and learning effectiveness. However, slight variations were observed between the perceptions of administrators and teachers regarding the implementation of certain strategies. The study highlights the importance of strengthening instructional motivation practices to improve pupils’ academic engagement and learning outcomes in elementary education.
Hamidah Mohamad, Mohamad Shazwan Abdullah
The rapid expansion of digital transformation has significantly reshaped higher education, positioning Open and Distance Learning (ODL) as a central mode of instructional delivery across institutions worldwide. While digital technologies have increased access and flexibility, student satisfaction in ODL environments remains inconsistent, highlighting the importance of effective teaching strategies and learner readiness. This study aims to examine the evolution of teaching strategies in digitally transformed ODL environments and to synthesise theoretical perspectives explaining how instructional practices influence student satisfaction. This study employed a narrative literature review design to synthesise recent research published between 2020 and 2025. A structured literature search was conducted using Scopus, Web of Science, and Google Scholar databases. Studies were screened based on predefined inclusion and exclusion criteria, resulting in 26 selected studies that were analysed using thematic narrative synthesis. The analysis focused on four core instructional dimensions (course design, instructor competence, learning interaction, and feedback quality), alongside the contextual role of students’ digital literacy. The findings reveal that structured course design, strong instructor presence, meaningful interaction, and timely feedback consistently influence student satisfaction in ODL settings. In addition, students’ digital literacy emerged as a critical moderating factor that enhances engagement and determines how effectively learners benefit from instructional strategies. The integration of theoretical perspectives, including Transactional Distance Theory, the Community of Inquiry framework, Expectancy-Confirmation Theory, and the Unified Theory of Acceptance and Use of Technology, further explains how instructional mechanisms shape satisfaction outcomes in digitally mediated environments. Overall, this study concludes that student satisfaction in ODL is shaped by the alignment between pedagogical design, technological systems, and learner capabilities. These findings highlight the importance of adopting integrated instructional and institutional strategies to support sustainable and inclusive digital learning environments in higher education.
Lawrence NTAM NCHIA
The teaching of abstract scientific concepts such as the gene concept in biology remains highly challenging for teacher educators and preservice teachers. This study examines how integrating digital tools—Learning Management Systems (Moodle, Google Classroom), virtual simulations, and video-based feedback—affects the understanding, teaching, and evaluation of these abstract concepts at the Higher Teacher Training College (ENS) of Yaoundé. Anchored in Technological Pedagogical Content Knowledge (TPACK) and constructivist frameworks, a cross-sectional design using a validated Likert-scale questionnaire was administered to 88 biology student-teachers. Reliability coefficients (Cronbach’s α) for subscales ranged from 0.72 to 0.87, confirming internal consistency. Structural Equation Modelling (SEM) revealed that perceived usefulness and digital competence were the strongest predictors of the frequency of digital tool use, which in turn significantly influenced perceived success. The findings underscore the importance of fostering digital competence and demonstrating usefulness to enhance meaningful technology integration in teacher training. Descriptive and correlational analyses revealed a striking utility-practice gap (2.03 points) between the high perceived usefulness of virtual simulations (Mean = 4.06) and their low frequency of use (Mean = 2.03). Similarly, a competence-application gap (0.86 points) emerged between general digital confidence (Mean = 3.35) and pedagogical integration ability (Mean = 2.49). Major obstacles include inadequate Internet access (Mean = 4.43) and insufficient institutional infrastructure (Mean = 4.07). While preservice teachers show strong motivation and willingness for further training, effective digital integration remains constrained by systemic and curricular gaps. The study recommends targeted technopedagogical training and infrastructural investment to bridge the perception-practice divide in science teacher education.
Bryan Ray S. Solano, Jayvee U. Delos Santos, Raymond J. Sucgang, Therese Jean A. Sarabia
This paper documents and analyzes the dual-lecture academic event titled “Faith Meets Framework: A Dual Lecture on Integrative Research and Final Project Logic,” held on August 11, 2025, at the CONPEREY Integrated Learning School in Malay, Aklan, Philippines. The activity aimed to strengthen secondary school students’ conceptual and practical understanding of research by integrating faith-based perspectives with scientific inquiry and introducing the Logical Framework Approach (LFA) to develop final project proposals. The first lecture, delivered by Rev. Jayvee Delos Santos, focused on integrating faith and science as complementary domains of knowledge. The second lecture, delivered by Raymond J. Sucgang, discussed the fundamentals of preparing final project research proposals using structured logic and the Logical Framework Approach. The event was attended by over 35 secondary school students, along with their subject teachers and school administrators. Using a descriptive qualitative approach based on activity documentation, participant observation, and post-class discussions, this article highlights the value of integrative classroom education in enhancing research readiness, critical thinking, and ethical reflection among secondary school students.
Bema Loveness, Emilda Rumbidzai, Musweweshiri Ottiliah
Kwekwe District in Zimbabwe experiences learning challenges because its children receive insufficient nutrition education training through Early Childhood Development ECD centers. ECD centers conduct most of their educational activities through cognitive and social development programs while nutrition education enters their learning framework on rare occasions. The research investigates ECD programs through its study of nutrition education implementation and the obstacles that hinder its teaching process. The research team used qualitative case study design to collect data through three research methods which included conducting interviews and focus group discussions and observing teachers and parents and health workers. The study finds that structured nutrition education programming improves children's ability to concentrate and their health condition and their academic participation at school. Schools experience implementation difficulties because they neither possess educational materials nor have teachers received essential training and the existing curriculum materials do not fulfill educational requirements and students encounter financial difficulties at home. The study recommends that nutrition education should be formally included in the ECD curriculum, supported by teacher training, resources, and community involvement. The implementation of the above measures will result in better health outcomes for the children and improve educational achievements in Kwekwe District.
Emily Abd Rahman, Kamarul Ariffin AhmadKamarul Ariffin Ahmad, Nor Hafidzah Zulkifli, Nur Khadirah Ab. Rahman
Synthesis writing remains one of the most challenging academic writing skills for tertiary learners, particularly in English-medium instruction (EMI) contexts, due to its high cognitive and metacognitive demands and the lack of explicit instructional scaffolding. While the Flower and Hayes (1981) Cognitive Process Model provides a robust theoretical account of the mental processes involved in writing, it offers limited guidance on how these processes can be operationalised into teachable strategies for synthesis instruction. At the same time, the SOAR strategy (Select, Organise, Associate, Regulate) has been shown to support learning from multiple texts, yet its theoretical alignment with cognitive writing models remains underexplored. This conceptual paper addresses this gap by systematically integrating the Flower and Hayes Cognitive Process Model with the SOAR writing framework as the pedagogical foundation of the SEESOAR mobile learning module. Specifically, the paper maps each SOAR component onto key cognitive writing processes, namely planning, translating, and reviewing, in demonstrating how complex cognitive behaviours in synthesis writing can be transformed into structured, teachable, and mobile-supported learning tasks. The integration is discussed within the context of instructional design for tertiary learners in EMI environments, highlighting implications for Technology-Enhanced Language Learning (TELL) and Mobile-Assisted Language Learning (MALL). The paper contributes a theory-driven instructional model that is expected to enhance learners’ cognitive engagement, metacognitive awareness, and synthesis writing proficiency in higher education settings.
Mohd Ekram Alhafis, Mohd Farizal Puadi, Mohd Fauzi Harun, Najat Affendi, Nur Safinas Albakry
The fast expansion of digital advertising and social media has highlighted the importance of visual persuasion in altering audience perceptions, behaviours, and decision-making processes. Within this changing context, digital media education is crucial in providing students with the skills required to critically understand and ethically develop persuasive material. This study looks at how incorporating visual rhetoric theory into digital media education improves students' critical understanding of persuasive messages in advertising and social media settings. The analysis is based on a methodical synthesis of thirty Scopus-indexed journal articles and is organised into three interconnected themes: visual persuasion, critical literacy, and ethical awareness. Visual Persuasion looks at how visual rhetoric theory improves students capacity to assess and generate persuasive communications using imagery, symbolism, multimodality, and narrative framing. According to the findings, structured engagement with rhetorical principles such as visual metaphor, emotional appeal, and compositional strategies significantly improves students' persuasive communication skills as well as their ability to create effective digital advertising content for modern platforms. Critical Literacy emphasises students interpretative and evaluative skills when dealing with digital advertising and social media content. The synthesis demonstrates that visual rhetoric instruction promotes deeper analytical thinking by teaching students to recognise persuasive purpose, recognise manipulation strategies, and critically evaluate algorithmically curated and customised communications. This subject emphasises the importance of visual rhetoric as a teaching tool for improving media literacy and fostering reflective interaction in increasingly saturated digital contexts. Ethical Awareness focusses on the moral and societal dimensions of digital persuasion. The analysed research show that using visual rhetoric theory raises students' knowledge of ethical duties related to transparency, representation, data-driven persuasion, and audience vulnerability. Students become more sensitive to ethical communication practices, particularly those involving misleading visuals, algorithmic bias, and the broader societal impact of persuasive media. Overall, this study contributes to digital media education by illustrating the importance of visual rhetoric theory in fostering persuasive skill, critical literacy, and ethical awareness, with significant implications for curriculum design and pedagogical practice in current digital contexts.
Ronald Jayson H. Lontoc, PhD
This study employed a purposive sampling method to examine the effect of interactive videos in teaching Home Economics among 30 third-year Bachelor of Technology and Livelihood Education (BTLE) students—comprising 3 males and 27 females—at Batangas State University–San Juan Campus. The instructional content focused on Food and Nutrition, which was the students’ current subject under Home Economics at the time of the study. To achieve the objectives of the research, a descriptive research design was utilized. Data were collected using a validated achievement test and a researcher-made questionnaire. A pretest was administered to determine the students’ level of performance prior to the implementation of the interactive video strategy, while a posttest and questionnaire were conducted after the intervention. Both quantitative and qualitative data were analyzed. A t-test was employed to determine whether there was a significant difference in students’ performance before and after the use of interactive videos. The results revealed that interactive videos possess features that enhance instructional effectiveness, such as interactive video paths, embedded quizzes, hotspots, captions, clipping, game-like experiences, learner analytics, and multi-device support. The analyzed data further indicated that the strategy facilitated learning across the cognitive, affective, and psychomotor domains. Overall, the use of interactive videos significantly contributed to the improvement of students’ academic performance. The study recommends the integration of other innovative instructional strategies to further enhance the teaching of Home Economics and to complement the use of interactive videos in both classroom-based and remote learning environments.
Jonathan G. Gabion, Shiela Mae Grate-Paltiguera
This study examined the implementation, effectiveness, and challenges of the ISO 9001:2015 Quality Management System (QMS) among State Universities and Colleges (SUCs) in Western Visayas, Philippines during Fiscal Year 2025. Specifically, the study aimed to determine the extent of ISO 9001:2015 implementation, assess its level of effectiveness, identify the challenges encountered, and determine the significant differences and relationships among the study variables. The study employed a descriptive-correlational research design involving 160 respondents composed of Quality Management Coordinators, Lead Internal Quality Auditors, and Internal Quality Auditors from seven SUCs in the region. Data were gathered using a validated researcher-made questionnaire and analyzed using frequency count, percentage, mean, Mann-Whitney U-Test, Kruskal-Wallis H-Test, and Spearman Rank-Order Correlation. Findings revealed that the implementation of ISO 9001:2015 QMS was assessed “To a Very Great Extent” with an overall mean of 4.59, while the level of effectiveness was rated “Very High” with an overall mean of 4.40. Meanwhile, the challenges encountered in sustaining the QMS were assessed as “Moderately Challenging” with an overall mean of 3.00. Significant differences were found in implementation and effectiveness when respondents were grouped according to the number of ISO-related trainings attended. Furthermore, implementation and effectiveness demonstrated a strong positive significant relationship, while weak negative significant relationships were found between implementation and challenges, and between effectiveness and challenges. The findings imply that sustained leadership commitment, continuous capability-building, employee engagement, and systematic quality assurance practices are essential in strengthening the effectiveness and sustainability of ISO 9001:2015 implementation among SUCs. The study contributes to the limited body of Philippine literature on ISO 9001:2015 implementation in regional SUCs and provides evidence-based insights for sustaining quality management systems in higher education institutions.
Halizah Binti Awang, Ke Airu
Higher Vocational Education in China has expanded rapidly, with internationalization becoming a key strategy to align institutions with national goals and enhance students’ global skills. However, the underlying motives for internationalization in this sector remain poorly understood. This quantitative study investigates the structure and variation of institutional internationalization motives in Chinese higher vocational institutions. Data were collected through a structured questionnaire from 376 administrators in international affairs offices across four regions: East, Central, South, and Southwest China. The survey evaluated four motive dimensions: social/cultural, political, economic, and academic, each represented by four items. Confirmatory Factor Analysis supported a second-order construct, with all four dimensions contributing significantly to the overarching institutional motive. Reliability was high for all dimensions, with Cronbach’s α values ranging from 0.844 to 0.912, and convergent validity was established. Descriptive analysis indicated that political and academic motives were most prominent. Regional comparisons showed that institutions in East and South China demonstrated relatively stronger political and economic motives. Institutional-level comparisons revealed that designated institutions under the High-level Higher Vocational Institutions and Majors with Chinese Characteristics Initiative exhibited higher social/cultural, economic, and academic motives than non-designated institutions. These findings provide empirical evidence that internationalization motives in Chinese higher vocational institutions form a cohesive, multidimensional structure shaped by institutional, regional, and organizational factors. The study offers quantitative insights into how motives are measured and organized, thereby guiding strategies for developing balanced, sustainable, and contextually appropriate internationalization practices in Technical and Vocational Education and Training (TVET).
Bibian Kalinde, Mpandashulu Mulenga, Robinson Mambwe
Early childhood education (ECE) provides a critical opportunity to shape holistic development through learning experiences that are meaningful, culturally grounded, and developmentally appropriate. Within this context, integrating indigenous songs into play-based learning offers a pedagogical approach that aligns children’s natural modes of play with their cultural heritage, thereby strengthening cognitive, social, emotional, and cultural development in early learning settings. This study investigates teachers’ practices and experiences in integrating indigenous songs into play-based learning in ECE centres in Ndola District, Zambia, with particular attention to how these songs are incorporated into teaching and their influence on children’s learning outcomes. The study employed a multiple case study design, using a combination of non-participant observations, semi-structured interviews with educators and administrators, and focus group discussions with parents. A purposive sampling technique was used to select 15 participants, including five ECE teachers and children aged 4-5, five school administrators, and five parents from five schools. To ensure balanced representation, the study also employed stratified sampling based on population density. Two schools were selected from zones 7 and 8 (high density), two from zones 3 and 4 (medium density), and one from zone 1 (low density). The key findings reveal that teachers use indigenous songs in a variety of subjects, including literacy, numeracy, and social studies, as well as in promoting cultural values and social skills. These songs enhance children's cognitive, emotional, and social development by reinforcing language acquisition, memory, and cultural identity. However, several challenges hinder the effective integration of indigenous songs, such as a lack of resources, inadequate teacher training, and insufficient access to culturally relevant materials. The study proposes recommendations to improve the integration of indigenous songs, including developing resource books, and indigenous data base, providing professional development programmes for teachers, and strengthening community school partnerships to ensure the cultural authenticity and sustainability of the songs used in classrooms. Overall, the study underscores the importance of strategically supporting teachers and schools to embed indigenous songs meaningfully within the curriculum, thereby enhancing culturally responsive pedagogy while safeguarding indigenous musical heritage for future generations.
Celso Silva, Mónica Lopo Tomaz
This study investigates the relationships between leadership systems, organizational culture and school performance in school clusters in the Eastern Algarve, Portugal. Based on the assumption that schools in similar socio-economic contexts can present different dynamics and results, the research focuses on understanding how leadership, personalized in the principal, and school culture traits influence educational performance. The central hypothesis is that effective educational leadership positively influences the school's organizational culture, and that both variables are decisive in framing teaching practice and creating learning environments that boost student results. Adopting a multiple case study methodology (“constellation of cases”) in six municipalities in the Algarve, the article analyses preliminary data to contextualize the profound territorial inequalities in school enrolment, dropout and success in the region. The preliminary results of this contextualization reveal significant disparities that serve as a backdrop for the subsequent qualitative analysis. Ultimately, the work aims to identify the mechanisms that allow schools to “make a difference”, contributing with reflections to processes of change and improvement in the Portuguese education system.
Dr. James McLaughlin, DBA
The growth of international schools across Asia, along with a shift toward predominantly local student populations, has increased expectations for school leaders to foster cultures that support both academic excellence and social-emotional development. Despite the acknowledged importance of Social and Emotional Learning (SEL), little research has explored how leadership influences SEL-focused school culture in international schools across Asia. In this study, a qualitative interpretive approach was used, involving systematic document analysis and thematic synthesis of peer-reviewed literature from 2021 to 2024, sourced from the Journal of Research in International Education, the Asia Pacific Journal of Education, the East Asia Regional Council of Schools (EARCOS), and the International Baccalaureate (IB). From the results, four themes emerged. First, visionary leadership acts as a catalyst when SEL is positioned as a strategic institutional priority. Second, shared leadership is essential for sustainability in a sector characterized by relatively short leadership tenures. Third, culturally responsive adaptations are necessary to translate predominantly Western SEL frameworks into Confucian heritage and collectivist contexts. Finally, leaders must actively manage the tension between academic performance and student well-being by structurally aligning efforts. The findings emphasize the need for culturally responsive leadership training and ongoing organizational commitment. In the future, context-specific empirical research is recommended to better understand SEL-focused leadership in international schools across Asia.
Rodelyn Yungod Lawis
Learners’ engagement, attitudes, and skills in reading are essential components of educational growth. In order to engage students and improve their comprehension and critical thinking, it is important to cultivate their interest and encourage active engagement in reading activities. A positive attitude toward reading promotes perseverance and enjoyment, both of which are essential for long-term learning and personal development. In the meantime, improving reading abilities includes vocabulary acquisition, comprehension techniques, and fluency, providing a strong basis for both lifetime learning and academic performance. When combined, these components offer a vibrant learning atmosphere that fosters a love of reading and gives learners the skills they need to successfully navigate a wide variety of books.
Hannah Kaela P. Apasan, Leizyl M. Hernandez, Ma. Laila C. Alallamo, Michael John V. Francisco
A solid foundation in science is necessary to comprehend more complicated concepts in Biology and Chemistry. The study aimed to determine the misconceptions of grade 6 learners in Biology and Chemistry; the practices of science teachers in addressing the misconceptions of the learners; the challenges being experienced by the science teachers in correcting the misconceptions of the learners; and the supplementary learning materials in Biology and Chemistry that can be designed. The study utilized the survey research design with a validated survey questionnaire as the data gathering instrument. The respondents were 112 grade 6 learners and 32 science teachers from two National Elementary Schools in Nasugbu. The study's findings revealed that in Biology, the purpose of respiration is to deliver carbon dioxide and expel oxygen is the greatest misconception among learners. On the other hand, filtration can separate solutions is a significant misconception among learners in Chemistry. It also revealed that providing an appropriate illustration of examples in a particular topic has always been practiced in addressing misconceptions. Furthermore, most respondents found it easy to utilize creative teaching methods to mediate misconceptions. Consequently, the learning guide in grade six science as the supplementary learning materials in Biology and Chemistry was designed.
Antonio C. Carbonell, Ashlee Lucreda, Bench Cyrel M. Tinio, Coleen D. Alcazar, Guia S. Azur, Jasmin V. Palulay, Jonalyn O. Almario, Mathew S. Cabrera, Rins Ailyn R. Gutierrez
This study investigated the awareness of 225 Grade 12 HUMSS students at Tanauan Institute, Inc. regarding guidance and counselling services. A descriptive survey design, utilizing a 60-item questionnaire, assessed awareness levels across academic, career, and personal/social guidance domains. The study also examined the influence of personal experience, peer influence, and school communication strategies on students' awareness. Results indicated high overall awareness, although specific areas within each guidance type showed varying levels of understanding. Personal experience and peer influence significantly correlated with higher awareness levels compared to school communication strategies. Significant relationships were found between awareness of guidance services and the influencing factors across all three guidance areas. These findings highlight the importance of leveraging personal experiences and peer influence while enhancing school communication strategies to improve student utilization of guidance and counselling services.
Jebhal Abdurahman Akmad
This research investigates the level of organizational commitment and job satisfaction among the policemen stationed in the Sulu Police Provincial Office, as well as into the correlation of the variables. The descriptive correlational research design was used. The population of the study were 400 non-commissioned officers (NCOs). Data were gathered through structured questionnaire adapted from Allen and Meyers' Organizational Commitment Questionnaire and Spector's Job Satisfaction Survey, validated in the Philippine policing context. It was found that overall organizational commitment was high as reflected by the mean of 3.84 with affective and normative commitment scoring highest reflecting strong emotional attachment, sense of duty while continuance commitment was moderate. Job satisfaction was very high at mean scores of 4.27, especially with respect to regard for the job, training, career planning, and perceived support of leadership while opportunities for promotions and recognition slightly lower. A Pearson correlation analysis showed that there is a significant positive relationship between organizational commitment and job satisfaction (p<0.05), indicating that higher commitment is associated with higher job satisfaction. The study recommended that policy and human resource should be directed towards provision of supportive leadership and work environments to reinforce the commitment and satisfaction of officers.
Angielyn Cubillas-Salgado, Consuelo R. Saenz, EDD
This study examined the level of literacy leadership of secondary school heads and its implications for the implementation of reading programs in the Division of Camarines Norte during School Year 2024–2025. It assessed literacy leadership in terms of shared literacy vision, evidence-based literacy practices, supporting and monitoring, and collaborative literacy culture, and determined the level of implementation of Catch-Up Fridays, Brigada Pagbasa, and school-based reading programs. A descriptive-correlational research design was employed involving 75 secondary school principals and heads selected through total enumeration. Data were collected using a survey questionnaire and analyzed through weighted mean and Pearson Product-Moment Correlation. Results revealed a very high level of literacy leadership across all domains and generally high implementation of reading programs. However, the integration of educational software and reading applications was the least practiced component. Significant positive relationships were found between literacy leadership and reading program implementation. Based on the findings, the study proposed tech-READy, a training program aimed at enhancing teachers’ skills in developing and integrating reading applications to strengthen literacy instruction.
Briges Grizzah, Daniel Tarisayi
This study explored the experiences of families with early adulthood siblings who abuse drugs and substances. A qualitative research approach was employed and a sample was drawn from Chitungwiza (n =8), comprising four families with male siblings and four families with female siblings who were abusing drugs and substances. Data were collected using Focus Group Discussions (FGDs), and narrative analysis was applied. The findings revealed that families were experiencing significant emotional distress, including grief and loss, anxiety, anger, stress and depression. Relationship challenges were also reported such as conflict, helplessness, mistrust, and attempts to conceal behaviours. Practical challenges included financial burdens, social isolation, and legal consequences .Based on these findings, the study recommends that families consider individual and family therapy to address the impact of drug and substance abuse. Families are also encouraged to join support groups with others facing similar challenges, prioritize education on drug and substance abuse, support treatment engagement, celebrate progress and practice patience. Furthermore, the government should develop evidence based policies and programmes addressing drug and substance abuse, increase funding for treatment and support services, and promote research to inform policy and practice. Public –private partnership should also be strengthened to enhance prevention, treatment and rehabilitation efforts. Civic organisations should advocate for policy changes that support drug and substance abuse prevention, treatment and recovery, provide continuous services, such as counselling/therapy, support groups for families affected by drug and substance abuse, monitor trends and evaluate programmes linked to drug and substance abuse.
Ivy L. Bontrostro, Joan Grace Q. Duero
Mentorship plays a pivotal role in shaping the professional readiness, emotional resilience, and instructional competence of pre-service teachers. This phenomenological study explored the lived experiences of Bachelor of Technical-Vocational Teacher Education (BTVTEd) pre-service teachers as they navigated the mentoring practices of cooperating teachers and pre-service coordinators during their teaching internship. Guided by Husserlian transcendental phenomenology and grounded in Vygotsky's Sociocultural Theory, the study sought to uncover the essence and meaning of mentor support as experienced by six (6) pre-service teachers deployed in three public secondary schools in Misamis Oriental during the first semester of SY 2024–2025. Data were gathered through semi-structured interviews, field notes, and reflective accounts, and analyzed using Colaizzi's (1978) phenomenological method, which involved extracting significant statements, formulating meanings, clustering themes, and describing the textural–structural essence of the phenomenon. Four major themes emerged: Instructional Guidance and Emotional Support, Holistic Mentorship Support, Motivational Guidance and the Need for Monitoring, and Close Instructional Monitoring and Advisory Support. For the second research question, participants emphasized the importance of Holistic Mentorship Support and Motivational Guidance with Consistent Monitoring as additional supports they find necessary for their growth. The findings reveal that cooperating teachers served as the primary source of instructional scaffolding and emotional reassurance, while pre-service coordinators often provided limited, primarily administrative supervision. The essence of the phenomenon highlights mentorship as a paradoxical experience of "supported autonomy" feeling instructionally safe within the classroom due to the cooperating teacher, yet institutionally invisible due to the absence of the coordinator. This dual dynamic foster teaching confidence and professional identity formation while simultaneously creating gaps in formal institutional accountability. The study recommends the strengthening of institutional monitoring systems, enhanced mentor training, and deeper collaboration between teacher education institutions and cooperating schools to ensure more holistic, relational, and sustained mentorship experiences.
Amethyst Kerstine A. Bihag, Analyn S. Clarin
Separation anxiety is a developmental condition in which young children experience distress when separated from parents or primary caregivers, often affecting classroom adjustment and participation. This study explored the teachers’ lived experiences in managing separation anxiety among preschoolers through Van Manen’s lifeworld existential: lived body, lived space, lived time, lived other, and lived things. This study employed a hermeneutic phenomenological research design and is conducted in private schools in Iligan City during the 2025–2026 school year. The participants are ten preschool teachers selected through purposive sampling. Data were gathered through in-depth interviews and interpreted using Van Manen’s phenomenological approach. The findings reveal five themes: Embodying Calm in Emotional Strain, Creating Safe and Calming Spaces, Time Distortion in Caregiving Moments, Trust as a Path to Emotional Safety, and Material Ports for Comfort and Regulation. These imply that managing separation anxiety requires emotional regulation, supportive spaces, trusting relationships, and purposeful use of classroom materials. It is recommended that school heads strengthen teacher support programs, teachers and assistant teachers practice responsive caregiving, and parents collaborate closely with schools during children’s transition.
Elsa B. Buenavidez, Lloyd Ian N. Balagtas
Curriculum reforms are intended to improve learning outcomes. However, it is the teachers that are directly affected by these changes and often encounter challenges in translating policy into practice. This study explored the lived experiences of senior high school teachers in implementing the Strengthened Senior High School (SHS) Curriculum. The study was conducted in a public senior high school in the Schools Division of Misamis Occidental during the school year 2025-2026. A qualitative design was used to capture lived experiences from the eight senior high school teachers selected through purposive sampling. Data were gathered through a semi‑structured interview guide and analyzed through Braun and Clarke’s (2006) thematic analysis. Findings of the study yielded the following themes: curriculum design and resource constraints; institutional gaps in curriculum implementation; impacts on teachers’ professional performance and teaching-learning outcomes; instructional adaptation and collaborative learning engagement. The study concludes that the strengthened SHS curriculum faces major implementation challenges due to misalignment, resource constraints, and institutional gaps, requiring stronger systemic support and teacher development. The study recommends to the strengthen curriculum implementation by enhancing school-level support, collaboration, and continuous professional development for teachers.
Dr. Ibrahim Muhammad
The study investigated, Locus of Control, and Burnout as Predictors of Academic Self-efficacy among University Undergraduates in Northwest Zone, Nigeria”. Three research objectives were raised. Two research questions, one null hypothesis guided the study. Correlational research design was employed. The population of the study was 50,046. Multi-stage sampling technique was used to select 381 participants. Research Advisor 2006 guided the participants’ selection. Three validated instruments were used for data collection: Tertiary Students Locus of Control Scale; Copenhagen Academic Burnout Scale; and Academic Self-Efficacy Scale. Face and content validities of the instruments were established with help of the experts. Construct validity was established through discriminant validity process and Cronbach’s alpha method was used to ascertain the internal consistency reliabilities. The data collected were analyzed using descriptive statistics of frequency and simple percentage and multiple linear regression at 0.05 level of significance. It was found that majority of 332 (87.1%) have internal locus of control, and 252 (66.1%) have low level of academic burnout. The hypothesis results showed that locus of control has significant predictive relationship to academic self-efficacy among the undergraduates (ß = .616, p = .000). However, academic burnout is not a significant predictor of academic self-efficacy. It was concluded that increase in locus of control improves academic self-efficacy. It was recommended that undergraduates should be encouraged to take responsibility of their own action or inaction in order (internal locus of control) to strengthen their academic self-efficacy.
Endang Susantini, Firas Khaleyla, Fitrotin Rosyidah, Nur Kuswanti, Raharjo, Sifak Indana, Yuliani Yuliani, Yuni Sri Rahayu
Indonesia, known as a megabiodiversity country, has a wealth of local wisdom that has not been fully utilized systematically in advanced science learning. This study aims to explore, map, and assess the potential for integrating local wisdom into the higher education curriculum as an innovative strategy to improve Higher-Order Thinking Skills (HOTS) thinking skills. Using descriptive qualitative methods through exploration and analysis techniques on 10 student theses. Document selection was based on the criteria of theme relevance, depth of integration of science concepts, and relevance to the local context. Data were analyzed using thematic analysis techniques to identify the forms, characteristics, and patterns of local wisdom integration in learning. The results of the analysis show eight main types of local wisdom integrated in learning, such as the use of medicinal plants and ecosystem management. This integration is realized through learning activities that encourage the analysis of contextual phenomena, evaluation of local practices, and the development of science-based solutions. These findings indicate that the integration of local wisdom not only enriches academic content substantially but also significantly stimulates HOTS, which include Critical Thinking, Creative Thinking, Scientific Reasoning, Ethnoconservation, Scientific Attitude and Science Literacy, Bioentrepreneurship, and Problem Solving. Practically, this research provides an important contribution to the development of an adaptive and relevant higher education curriculum model in facing the challenges of globalization by strengthening scientific literacy based on local culture.
Dr. Thieu Van Nam
This article focuses on analyzing the current state of infrastructure management at seven high schools in Rach Gia ward, An Giang province, in the context of implementing the “2018 General Education Program”. Through quantitative research methods (a questionnaire survey with 27 administrators and 60 teachers and staff) combined with in-depth interviews, the study comprehensively evaluates all stages from planning and implementation to inspection and evaluation of the use of educational infrastructure. The research results affirm that infrastructure is the “backbone” determining the quality of education and is a key standard in school quality accreditation. Besides highlighting seven strengths such as strategic leadership capacity, scientific record-keeping processes, and adaptability to digital transformation, the article also points out four limitations related to financial resources, incentive mechanisms, management capacity at the institution, and social mobilization efforts. From there, the author proposes five strategic measures to optimize the efficiency of equipment utilization, including: raising awareness, innovating planning, optimizing organization, improving support conditions, and strengthening inspection and supervision.
Avril Ghail J. Sulapas, Christalyn S. Galigao, Jerlo C. Intano, John Noe A. Alvarez, Mary Joy C. De Leon, Melissa E. Tokong, Oscar S. Recto, Jr, Princess Joyce S. Pertez
This study investigated the influence of Cocomelon videos on early phonics acquisition among kindergarten pupils at Sto. Niño Early Childhood Education, Inc., Dapa, Surigao del Norte, focusing on letter sounds, letter names, and word recognition. Using a quantitative-descriptive design, 38 respondents, including teachers and parents, provided data via a researcher-made questionnaire. Analyses included frequency, weighted mean, and Pearson’s correlation to determine the level of media exposure and its relationship with early literacy skills. Results indicated that pupils were highly engaged with Cocomelon, with letter sounds showing the highest development, followed by letter names and word recognition. However, the correlation analysis revealed that the relationships between media exposure and letter sounds, letter names, and word recognition were weak and not statistically significant. This suggests that while Cocomelon videos may support early engagement and exposure to phonics concepts, these skills develop somewhat independently and still require guided instruction and reinforcement from adults to translate exposure into measurable literacy outcomes. The study concludes that Cocomelon serves as an effective supplementary tool for enhancing early phonics skills when combined with guided interaction from teachers and parents. It recommends incorporating educational media, such as phonics songs and interactive videos, into classroom and home activities to strengthen literacy foundations through active, engaging learning experiences.
Aizad Haqimi Bin Mhd Salimi, Aliah Sofea Binti Mohd Nazeri, Galuh Chendana Qirana Binti Sulhan, Muhammad Afiq Bin Rizham, Muhammad Norhaziq Bin Izman, Noor Fahitah Abu Hanipah, Ramleyanshah Bin Rosley
Background: Medical education increasingly incorporates experiential learning and sustainability to prepare future physicians to address environmental and community health challenges aligned with the Sustainable Development Goals (SDGs). Rice husk (RH), an abundant agricultural biomass waste in Malaysia, remains underutilized despite its environmental and economic potential. This study evaluated a structured community-based experiential learning project in which medical students identified RH waste as a societal issue and developed sustainable solutions. Methods: This qualitative exploratory study involved six Year 2 preclinical medical students from Universiti Teknologi MARA (UiTM), Malaysia, during a four-week elective project. Participation was voluntary, and students had no prior formal training in sustainability innovation. Students conducted field observations at a rice mill and performed a structured literature review (ScienceDirect and MDPI; 2015–2025). Data from field notes, observation logs, and discussion transcripts were analysed using Braun and Clarke’s six-phase thematic analysis. Two researchers independently coded the data, followed by consensus discussions. Trustworthiness was ensured through peer debriefing, audit trails, and reflexive documentation. Students then developed eco-friendly prototypes and conducted knowledge-sharing sessions with peers and farmers. Results: Five themes were identified: storage practices, disposal methods, reuse potential, environmental and health implications, and innovation opportunities. Observations revealed partial reuse of RH as boiler fuel but also open storage and burning practices contributing to pollution and health risks. Students developed eco-paper and biodegradable deodorizer prototypes, demonstrating feasibility. Knowledge transfer to farmers highlighted the potential for value-added RH utilization to generate supplementary income while reducing environmental health risks. Conclusion: Structured experiential learning enabled medical students to address real-world sustainability challenges while developing transferable professional skills. Rice husk innovation represents a feasible, low-cost strategy for improving environmental health and community resilience and provides a replicable model for integrating sustainability-focused innovation into medical education.
Mohamad Ikram Zakaria, Mohamad Rasidi Pairan, Nur Ain Binti Md Lukmanul Hakim
The Malaysian Critical Occupations List 2019/2020 published by Talent Corporation Malaysia identifies industrial and production engineers including robotics engineers and technologists as hard to fill occupations within the manufacturing sector. Although the report attributes this challenge to limited experience and inadequate technical skills the deeper causes of these workforce gaps remain insufficiently examined within the industry context. This study aims to empirically validate and contextualize the findings by investigating methodological competency issues among robotics engineering technology graduates employed in Malaysia’s automotive manufacturing industry. A qualitative research design was adopted utilizing semi structured interviews with five industry experts representing three major automotive manufacturing companies. Data were analysed using thematic analysis to identify patterns and insights related to graduates workplace performance and skill readiness. The analysis revealed nine recurring methodological competency issues which include weak problem solving ability, lack of critical thinking, unsystematic task execution, limited project management competency, difficulty in applying theoretical concepts, low technical proficiency, overdependence on supervision, weak mental resilience, and insufficient real world industrial exposure. Overall the findings indicate that the hard to fill status of robotic engineering technologist positions is driven largely by methodological competency gaps particularly in systematic problem solving, critical judgment, and structured task execution alongside foundational technical and workplace adaptation challenges.
Manh Tien Vu, Thanh Trung Pham, Thi Thanh Do
The article analyzed 1,583 publications (2006 –2025) from 563 Scopus sources, showing that higher education grew at an average rate of 13.66% per year. The average age of the documents was 6.23 years, with 17.05 citations per article. The US, UK, and Australia were the "supercenters," while Germany, China, South Africa, and Indonesia emerged as new power poles. Leading institutions included Lancaster University, HKU, and Incher-Kassel. Major journals such as the Journal of Higher Education, Teaching in Higher Education, Education Sciences, and the International Journal of Sustainability in Higher Education held high prestige. Malcolm Tight played a prominent role in disseminating ideas, along with Ulrich Teichler, Jung Jisun, and Hugo Horta within the academic network. The keyword "higher education" connected policy, governance, methodology, and learners, with new trends toward personalized experiences and the integration of AI and ML. The research provides a comprehensive perspective for identifying gaps, fostering collaboration, and designing data-driven policies.
Justin Paul Iacouzzi
This comprehensive analysis demonstrates that short, spaced microlearning significantly outperforms traditional long-format safety training across sectors. Backed by empirical evidence—Walmart's 54% incident reduction across 150 distribution centers serving 75,000 associates[1][2], Army PERLS randomized controlled trials showing higher completion and self-efficacy[7], and spacing effect research documenting 25-50% retention improvements[12]—the article explains why long marathon sessions cause cognitive overload and 50-90% forgetting[3][5], while brief bursts target one skill, enable full focus, and use spacing to build lasting habits[4][10][12][13]. Warehouse leaders receive a detailed roadmap, cultural guidance, and cross-sector proof rejecting the null hypothesis (no difference) in favor of short training's superior attention, retention, and injury prevention outcomes. The benefits translate to fewer incidents, higher productivity, millions in savings, and compliance that drives real competence rather than mere documentation. Drawing from the author's direct experience managing compliance across several warehouses throughout the United States, this paper addresses practical implementation challenges including supervisor buy-in during production pressures, multi-state OSHA variance documentation, and measurement limitations that distinguish quiz performance from actual floor behavior change.
Dr. Nenita I. Prado, Winston B. Gallinero
Leadership in culturally diverse and historically complex societies requires moral credibility beyond formal authority. This study examined how Congressman Rufus B. Rodriguez and Archbishop Jose A. Cabantan constructed and enacted moral authority within Mindanao’s multicultural and interfaith setting. Using a qualitative hermeneutic design and reflexive thematic analysis of elite interviews with political, religious, academic, and civic stakeholders, the study identified four interrelated dimensions of leadership: moral presence, responsibility and accountability, intercultural engagement, and the negotiation between idealism and pragmatic governance. Findings show that legitimacy emerged primarily from relational credibility, ethical consistency, and dialogical engagement across difference. Moral authority was sustained when leaders demonstrated integrity, transparency, and commitment to communal well-being. The study contributes to Philippine leadership scholarship by offering a contextually grounded account of how moral legitimacy operates in plural environments where political and ecclesial spheres intersect, with implications for leadership formation and governance practice.
Davis D. Sambo, Sabbath E. Udofia, Udonte, A. E.
This study investigated the effect of multimedia resources on chemistry students’ academic performance and retention in environmental concepts in secondary schools in Eket Local Government Area, Akwa Ibom State, Nigeria. The study adopted a quasi-experimental design, specifically the pre-test, post-test non-equivalent control group design. The population comprised Senior Secondary School II (SS II) chemistry students, from which a sample was drawn using purposive sampling techniques. The instrument used for data collection was the Environmental Chemistry Achievement Test (ECAT), which was validated by experts and tested for reliability using the Kuder-Richardson Formula 20. Students in both experimental and control groups were taught environmental chemistry concepts. Data collected were analyzed using mean and standard deviation to answer research questions and independent t-test analysis to test hypotheses at 0.05 level of significance. The findings revealed that students exposed to educational videos with animation performed significantly better than those who were exposed to educational videos without animation. Additionally, students in the educational videos with animation group demonstrated higher retention on environmental chemistry concepts compared to their counterparts who were exposed to educational videos without animation. The study therefore concludes that multimedia resources, particularly those with animations are effective instructional tools for enhancing both academic performance and retention in chemistry. It was recommended, among others, that chemistry teachers should integrate multimedia resources into classroom instruction, and that educational stakeholders should provide necessary technological support to facilitate effective teaching and learning of environmental chemistry concepts.
Kakogianni Eleni
This article examines the multifaceted role of music education as a medium for transmitting intangible cultural heritage and cultivating students’ cultural identities. Drawing on interdisciplinary scholarship from ethnomusicology, sociocultural learning theory, culturally responsive pedagogy, and heritage studies, it explores how traditional music, regional repertoires, and heritage-oriented educational practices can be meaningfully integrated into formal schooling. Particular emphasis is placed on the Greek educational context, including the institutional role of Music Schools, school-based cultural programs, and commemorative musical practices, while also considering the broader relevance of these approaches for culturally diverse educational settings. Adopting a conceptual and literature-based analytical approach, the article examines how creative, experiential, and community-engaged music practices may foster cultural participation, identity formation, and critical musical awareness. The discussion argues that music education, when grounded in reflective and culturally responsive pedagogy, can contribute not only to the safeguarding of intangible cultural heritage but also to the development of learners as active interpreters and co-constructors of cultural meaning. At the same time, the article highlights important practical and conceptual challenges, including teacher preparation, curriculum design, resource inequality, and the risk of presenting heritage through static or exclusionary cultural narratives. It concludes that heritage-based music education is most educationally meaningful when it supports inclusive, dialogic, and critically engaged forms of participation in culturally plural and changing societies.
Masiye Noria, Penda Annie
This study focused on myths surrounding Albinism among the Tonga People: a case of Sinakomba Chiefdom in Siavonga District, Zambia. The main objectives of the study were to identify the myths surrounding Albinism among the Tonga people of Sinakomba Chiefdom in Siavonga district, Zambia, to establish how Albinos are treated based on the myths among the Tonga people of Sinakomba Chiefdom. The study was qualitative in nature, interpretivism as a paradigm was used and descriptive research design was adopted. The study involved twenty-eight (28) participants who were purposively selected. Data was generated using an in-depth interview guide for headmen and relatives of persons with albinism, a focus group guide for persons with albinism and community members and document study was also used for collection of data relating to cases involving persons with albinism within the chiefdom. The collected data was analyzed using latent thematic analysis approach. The key findings were that persons with albinism were cursed people who caused bad lucky in the families, albinism was considered to exist as a result of punishment from the ancestors for the wrong things done. Persons with albinism were said to be immortal, Albinism was considered to be contagious. Treatment of the persons with albinism in relation to myths was also established. For instance, persons with albinism were isolated and rejected, they were killed for one reason or another, they were accused of all the bad things that happened in the families, community members looked down on them and considered them to be lazy and unproductive.
Dr. Debabrata Sarkar, Payel Adhikary
To satisfy the 21st century’s educational needs, the National Education Policy (NEP) 2020 is a reform roller and it creates revolutionize in the Indian education system. This current piece of work investigates three revolutionary aspects of the policy: equity and inclusion, holistic and multidisciplinary learning and internationalization of education. It demonstrates the way NEP 2020 is trying to create creativity, critical thinking, and ethical values both by alternative learning routes and by choice-based curricula with the help of experiential learning. The equity commitment of the policy can be seen in the efforts such as Specially Gender Inclusion Fund, Education Zones and the application of technology to reduce learning inequalities. Secondly, the internationalisation agenda makes India the centre-stage of global education by drawing scholars together, student-faculty exchange, and international campus establishment. According to secondary and policy reviews, this paper finds that the NEP 2020 roadmap is vision-based to have an inclusive, innovative and global-friendly environment. The system of competitive education is based on Indian cultural ethos and embraces international standards. This research is based on available literature and employs secondary data by way of descriptive and analytic research ways of making meaning of policy directions. The results indicate that implementation of NEP 2020 enhances the quality of education, inclusion and international competitiveness as well as aligns India's international standard for learning ecosystem.
Jonathan C. Diola, Mikaela Grace C. Lugma, Paul Michael P. Felstead
The rapid advancement of digital mapping technologies, including GNSS, GIS, drones, and computer-aided mapping software, has significantly transformed surveying practices worldwide. While these technologies offer increased efficiency, accuracy, and data management capabilities, the human experiences associated with transitioning from traditional to digital methods remain underexplored, particularly in the Philippine context. This qualitative phenomenological study examined the lived experiences of 10 surveyors in Region III, Philippines, focusing on their challenges, learning processes, shifts in work practices, and perceptions of professional identity during the adoption of digital mapping technologies. Data were collected through semi-structured interviews and analyzed using thematic analysis, revealing five major themes: initial resistance and uncertainty, learning curves and skill adaptation, shifts in work practices and efficiency, redefining professional identity, and acceptance and adaptation over time. Findings highlight that technological adoption is not merely a technical process but a complex human experience influenced by emotional, cognitive, and professional factors. The study offers insights for organizations, educators, and policymakers to support surveyors in effectively navigating digital transitions.
Badhrianawati Haji Bidin, Romarzila Omar
This study evaluates the necessity of developing an interactive professional quality module, e-AISHI, for character building among preschool teachers. Utilizing the Design and Development Research (DDR) approach, this article focuses on Phase 1 (Needs Analysis) involving 350 preschool teachers. Data were collected using a questionnaire developed based on the Malaysian Teacher Standard 2.0 (SGM 2.0) and analyzed descriptively using SPSS Version 27. The findings indicate an overwhelmingly high demand for the module, with mean scores exceeding 4.50 across personal, professional, and social domains. Notably, the highest necessity was recorded for professional communication (mean=4.76), followed by strategies to reduce burnout and anxiety in managing students with special needs (OKU). The results reflect the practical challenges and competency gaps faced by the current generation of teachers (Gen-X and Millennials), who possess high digital literacy but require structured emotional and professional support. This study acknowledges the limitations of self-reported data and suggests future performance-based assessments. Ultimately, the e-AISHI module is justified as an urgent digital intervention to bridge the gap between professional demands and teachers' emotional well-being, aligning with national aspirations for teacher excellence.
Honorine Tchiaze, Jean Désiré Banga Amvene
Effective project design is essential for program success. Even well-meaning initiatives like Cameroon's PAIRPPEV falter over time without robust foundations. Launched in 2006, the Support Program for Professional Insertion and Re-insertion of Vulnerable People (PAIRPPEV) includes three projects targeting socio-professional integration for vulnerable groups, yet integration issues persist nationwide after twenty years. This study examines PAIRPPEV's effects on vulnerable populations' integration, highlighting how design shapes outcomes. Employing mixed methods with quantitative and qualitative data, it finds that quantitative results show positive design impacts on integration in Mfoundi Division. However, qualitative insights reveal two major flaws: no dedicated funding mechanism for activities and a narrow beneficiary scope restricted to National Employment Fund (FNE) database registrants, excluding most vulnerable people. These constraints account for the program's enduring low national integration rates. Consequently, the following recommendations arise: redesign PAIRPPEV for comprehensive coverage of all vulnerable populations, expanding beyond FNE registrants via community outreach to boost reach and integration effectiveness; create a dedicated funding stream solely for PAIRPPEV, to ensure reliable implementation.
Job B. De Jesús, Nenita I. Prado
Passenger satisfaction has become a critical performance indicator in airport management, particularly in government-operated airports striving to meet global standards of safety, sustainability, and service excellence. This study examined operational factors influencing passenger satisfaction at Civil Aviation Authority of the Philippines (CAAP)–managed commercial airports, focusing on three key dimensions: security measures, environmental sustainability, and service quality. Using a quantitative descriptive–correlational research design, data were collected from 385 passengers across the five busiest CAAP-managed airports in the Philippines: Davao International Airport, Iloilo International Airport, Laguindingan Airport, Bohol-Panglao Airport, and Bacolod-Silay Airport. Descriptive statistics were used to determine the levels of the operational variables, while Pearson product–moment correlation and multiple regression analysis were applied to examine the relationships between operational factors and passenger satisfaction. Results indicated that passengers perceived high levels of security measures, environmental sustainability initiatives, and service quality across the airports studied. Correlation analysis revealed significant positive relationships between passenger satisfaction and all three operational factors. Among these variables, service quality demonstrated the strongest association with passenger satisfaction, followed by environmental sustainability and security measures. These findings highlight the importance of strengthening frontline service delivery, maintaining efficient security procedures, and advancing sustainability initiatives to enhance passenger experience in government-operated airports. The study contributes empirical evidence that may guide operational improvements, policy development, and strategic planning for CAAP-managed airports and other public aviation systems seeking to improve passenger-centered service performance
Barba, Jaymee Castle C., Cleofas, Rodlynne Angellie A., Cruz, Clemuel B., Cuaton, Mary Ramirose P., Dela Cruz, Mary Anthonette T., Ochoa, Josefina C.
One’s experiences cannot be fully understood through a single lens. This is what Intersectionality Theory emphasizes, orienting this study in understanding how the intersections of indigeneity, gender, and institutional position construct the lived experiences of Indigenous women enrolled at Bulacan State University (BulSU), where these intersecting identities produce both marginalization and empowerment. For the methods, the paper employed a qualitative phenomenological design grounded in constructivist paradigm, while complemented by the pagtatanong-tanong method, to understand the intersectional experiences of Indigenous women in BulSU. Snowball sampling was employed and the data were collected from nine (9) Indigenous women students from Indigenous groups, including Dumagat, Bugkalot, Teduray, and Badjao, through individual semi-structured interviews. The interviews were analyzed through Reflexive Thematic Analysis. Findings reveal that participants experience conditional inclusion, structural and material uncertainty, gendered and communal expectations, gendered vulnerability and cultural tensions while pursuing higher education. The participants also demonstrate conformity to academic climate, reframing pressures into academic persistence, and reliance on relational and spiritual relationship for academic endurance. The analysis further shows the participants’ strengthened academic confidence and Indigenous pride, resilience, and reliance on institutional efforts towards inclusion, yet having limited awareness of institutional rights. These underline the need for inclusive and culturally responsive policies, stronger protection against discrimination, and accessible support systems within higher education. The paper contributes to understanding intersectional realities in universities and aligns with the United Nations Sustainable Development Goals, particularly SDG4 (Quality Education), SDG5 (Gender Equality), SDG10 (Reduced Inequalities), and SDG16 (Peace, Justice, and Strong Institutions).
Kenneth H. Budiongan
Poor professional motivation is a global concern. The significance of the contribution of school head leadership style and environmental factors as causes of professional motivation of teachers was determined. Using a diagnostic research design and surveying 234 teachers selected through total enumeration sampling, the multiple linear regression analysis revealed that school head leadership style does not significantly influence teachers’ professional motivation; whereas environmental factors do, partly affirming the Path-Goal Theory of Leadership that emphasizes the leader’s role in facilitating conditions that enhance motivation. Future research should examine additional variables and use qualitative approaches to gain deeper insight into teachers’ professional motivation, while school leaders are encouraged to strengthen programs that enhance the educational work environment to better support and sustain motivation.
Doydoy, Donalou D, Ulgasan, Dexter M
This study examined the perception of students regarding the effects of online gaming on their academic performance among Marketing Management students at the Monkayo College of Arts, Sciences and Technology (MONCAST). The study employed a quantitative descriptive research design using a survey questionnaire based on a five-point Likert scale ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). Descriptive statistics, particularly the mean and standard deviation, were utilized to analyze the data collected from the respondents. The findings revealed an overall mean score of 3.53 with a standard deviation of 0.60, indicating that students generally agree that online gaming has noticeable effects on their academic performance. The relatively low standard deviation suggests that the responses of the participants were fairly consistent, reflecting a similar perception among students regarding the influence of online gaming on their academic-related activities. The results imply that while online gaming is a common leisure activity among students, its impact on academic performance depends largely on how students manage their gaming time and academic responsibilities. The study concludes that online gaming is perceived by Marketing Management students as a factor that may influence their academic performance, both positively and negatively. Therefore, students are encouraged to practice responsible gaming habits and effective time management to maintain a balance between entertainment and academic responsibilities. Educational institutions may also promote awareness programs on digital well-being and responsible gaming. Future researchers are encouraged to explore additional variables such as gaming frequency, types of games played, and self-regulation skills to further understand the relationship between online gaming and academic performance.
Carla V. Joven, Christine Joy B. Ancero, Elisa V. Hibek, Emelito Jr. T. Madjos, Gerald B. Tacujan, Jay-R L. Beterbo, Mark Tristan O. Luis, Michael N. Padua
This study explored the perceptions and self-assessed fitness behaviors of Sports Strand students at Muntinlupa National High School following the implementation of the Physical Fitness Test (PFT). Grounded in the DepEd K to 12 Curriculum and Republic Act No. 10533, the research aimed to determine how the PFT influences student motivation, goal-setting, and physical health awareness. Using a descriptive quantitative design, data were collected from 30 Grade 12 students through a validated Likert-scale questionnaire. Results revealed that students had a generally positive perception of the PFT, recognizing its value in assessing fitness and promoting self-awareness. The PFT was found to encourage increased physical activity, consistency in fitness routines, and more serious tracking of personal health goals. A strong and statistically significant correlation (r = 0.76, p < 0.01) was found between students’ positive perception of the PFT and their motivation and behavior toward physical fitness. These findings support the conclusion that the PFT serves not only as a physical assessment tool but also as a powerful instrument for engaging students in lifelong fitness habits. To maximize its impact, it is recommended that educators strengthen instruction about each test component, incorporate structured reflection and feedback, encourage long-term fitness planning, utilize digital tools for tracking progress, and foster a supportive learning environment centered on personal growth rather than competition.
Nguyen Thi Phuong Thanh
Pham Phu Thu is a prominent political figure and a great intellectual, who made significant contributions to the economic, cultural, political, and social life of Vietnam in the late 19th century. He made major contributions to the reform movement in the country at that time. This article focuses on analyzing the key aspects of his reformist thoughts in areas such as economics, science and technology, politics and society, education and culture, military and diplomacy, etc., in order to clarify his central idea: that reforming the country is essential to protect national sovereignty and foster development.
Julie Marlina binti Hasan, Noor Darliza binti Mohamad Zamri, Nor Haniza binti Mustafar Kamar, Nurfarhanah binti Omar
The integration of Design Thinking (DT) into Final Year Projects (FYP) represents a promising pedagogical strategy within Technical and Vocational Education and Training (TVET) engineering programmes. However, diploma-level students may encounter phase-specific execution challenges when navigating the five DT phases of Empathise, Define, Ideate, Prototype, and Test, particularly within the ill-structured demands of FYP contexts. Concurrently, the emergence of artificial intelligence (AI) tools in educational settings raises important questions about which phases students identify as most challenging and what technology supports, they prefer. This study examined phase-specific perceived difficulty across all five DT phases and its association with preferred technology support features among Diploma Electrical Engineering students at Politeknik Port Dickson, Malaysia. A cross-sectional mixed-methods survey design was employed involving 139 students enrolled in FYP Part 1. Quantitative data were collected via Likert-scale items and multi-select instruments measuring DT satisfaction, phase-level perceived difficulty, and technology support preferences. Open-ended responses provided qualitative elaboration. Data were analysed using descriptive statistics, Cochran's Q test, chi-square tests of independence, and multivariable binary logistic regression. Findings revealed high overall satisfaction with DT implementation (M = 4.243), with Ideation (48.9%) and Prototyping (43.2%) most frequently identified as phase bottlenecks. AI Assistance (49.6%) and Mobile Application (46.0%) emerged as the most preferred support features. Logistic regression indicated that students who found Ideation and Prototyping challenging were approximately 2.5 times more likely to prefer AI Assistance, even after controlling for co-occurring phase difficulties. Mobile Application preference, by contrast, was broadly consistent across all phase-challenge profiles. These findings suggest that AI-enabled scaffolding holds particular promise for supporting students during cognitively demanding DT phases, while mobile platforms may serve as a universal delivery mechanism across all phases. Phase-level findings were further corroborated by convergent qualitative themes including idea generation difficulty, cognitive overload, and prototype execution challenges. Implications for TVET educators and DT support tool designers are discussed.
Amombi Delphine Amana, Obi Micheal Ntui, Yoh Edelquin Nabi
This study examined teachers’ attitudes towards the planning of integration activities in summative evaluation in selected primary schools in Bertoua I Subdivision, Cameroon. The study was motivated by the 2018 primary school curriculum reform, which emphasises competency-based learning, interdisciplinary problem solving, and the use of integration activities during summative assessment. Four objectives guided the study: to examine the influence of professional training, supervisory follow-up, teachers’ perceptions of learners’ cognitive readiness, and workload on the planning of integration activities. The study adopted a mixed-methods descriptive survey design. Data were collected from 72 primary school teachers using a structured questionnaire and semi-structured interviews. Quantitative data were analysed using descriptive statistics, Pearson correlation, and regression analysis, while qualitative data were analysed thematically. The findings showed that professional training had a strong positive relationship with teachers’ planning of integration activities (r = .773, p < .01), followed by teachers’ perception of learners’ cognitive readiness (r = .619, p < .01), supervisory follow-up (r = .474, p < .01), and workload (r = .359, p < .01). Regression results indicated that supervisory follow-up and learner-related perception were statistically significant but modest predictors, explaining 3.9% and 8.1% of the variance respectively. The study concludes that successful implementation of integration activities requires sustained teacher training, supportive supervision, manageable workload, and stronger institutional support.
Emma Tingkas, Maureen De Silva, Mohd Sohaimi Esa
This article examines the polemics surrounding the role and direction of women’s education in the post-colonial era in Malaysia and Myanmar through a comparative analytical approach. In both contexts, women’s education has often been presented as an instrument of social progress and national development; however, it has simultaneously been constrained by colonial legacies, patriarchal structures, and post-independence political interests. This study aims to explore how educational policies, state discourse, and social transformations have shaped the opportunities and limitations of women’s education in both countries since independence. Using a qualitative approach based on the analysis of historical documents, educational policies, institutional reports, and academic literature, this article traces the similarities and differences in the trajectories of women’s education in Malaysia and Myanmar. The findings indicate that although both countries share colonial experiences and nation-building agendas, their approaches to women’s education have evolved differently. In Malaysia, women’s education has been more integrated into the framework of national development and social mobility, whereas in Myanmar, political instability and authoritarian rule have constrained the potential of education as a tool for women’s emancipation. This article argues that women’s education in the post-colonial context is not merely a space of liberation, but also a site of power negotiation among the state, cultural norms, and women’s own aspirations. The study contributes to academic discussions on education and gender in Southeast Asia by highlighting the importance of comparative analysis in understanding the complex dynamics of post-colonial societies.
Manilyn C. Yape., Virgilio P. Rapada Jr
This study explored the predictive influence of innovative science teaching strategies on the academic performance of Grade 11 students in science. Specifically, it investigated the level of implementation of inquiry-based learning, project-based learning, technology integration, collaborative learning, and formative assessment and feedback. Employing a quantitative predictive-correlational research design, data were collected from 194 students using a validated survey questionnaire and analyzed using descriptive statistics, correlation, and multiple regression analysis. Findings showed that these strategies were generally well to very well implemented, contributing to an engaging and supportive learning environment. Student performance was notably high, with more than half achieving outstanding grades. Correlation results indicated that ICT integration and formative assessment had strong and significant positive relationships with science achievement, while inquiry-based, project-based, and collaborative learning showed negligible associations. Multiple regression analysis confirmed that ICT integration, inquiry-based learning, and assessment practices significantly predicted science performance, with ICT demonstrating the strongest effect. Overall, the study highlights that structured guidance, effective use of technology, and consistent feedback are key contributors to improved science learning outcomes. These results emphasize the importance of strengthening technology use and assessment practices to support student success in secondary science education.
Dr. Helen C. Fuentes, Nickle Rey A. Cañete
This study examined the predictive influence of supervisory behavior orientations on the instructional performance of teachers in a large-type public high school. Specifically, it investigated how directive, collaborative, transformational, and nondirective supervisory orientations relate to teachers’ Individual Performance Commitment and Review Form (IPCRF) ratings. The study employed a descriptive–correlational research design and involved 45 teachers from the Science, Mathematics, and STEM departments of Eastern Samar National Comprehensive High School (ESNCHS) during the School Year 2025–2026. Data were collected using the Supervisory Behavior Orientation Questionnaire (SBOQ), a researcher-developed Likert-type instrument, complemented by the teachers’ actual IPCRF ratings representing their instructional performance. Results revealed that all four supervisory behavior orientations were practiced by school heads to a great extent. Among these, directive and transformational orientations exhibited the strongest positive correlations with instructional performance, indicating that clear guidance, feedback, and motivational leadership contribute significantly to effective teaching. Regression analysis further showed that supervisory behavior orientations collectively serve as significant predictors of teachers’ IPCRF ratings. Thus, the null hypotheses stating no significant relationship and no significant predictive influence were rejected. The findings underscore the importance of balancing directive and transformational supervisory practices to foster both accountability and professional growth among teachers. School administrators are encouraged to adopt supervisory approaches that inspire, guide, and support teachers toward sustained instructional excellence.
Bernard Manyala, Daniel Randa, Gabriel O. Ng’ong’a, Maricus Ahomo, Mary Mercy Ochieng’, Steven Onyango, Violet Atieno
Despite the global decline in unintended pregnancies, the rate remains high in Kenya, particularly in Siaya County, where The Siaya National Polytechnic (TSNP) is located. The Kenya National Bureau of Statistics reported in the 2023 Demographic and Health Survey that teenage pregnancy in this county stood at 21%. These unplanned pregnancies often result in illegal abortion, health issues, trauma, stigmatization, economic burden due to prolonged study periods and poor academic performance. However, predictors of unintended pregnancies among technical college female students, particularly at TSNP, have not been clearly understood. This study sought to determine potential predictors of unintended pregnancies among female students at TSNP to support prevention, management and inform policy formulation. A cross-sectional survey design was employed. Data was collected using structured questionnaires administered to a sample of 306 female students of TSNP drawn from a population of 1475 female students who consented. Data analysis was conducted using IBM SPSS software version 25.0. Descriptive statistics were used to analyze predictors, while Chi-square (χ²) tests examined the relationships between predictors and unintended pregnancies. Bivariate logistic regression model tested associations between variables. Odds ratios (ORs) with 95% confidence intervals and a marginal error of 0.05 were used to determine statistical significance. The findings revealed that 73.2% of female students had not conceived, while 26.8% had conceived. Among those who had conceived, 57.3% indicated that their pregnancies were unintended. Unintended pregnancies were significantly associated with the following factors: not using condoms (RO=6.577; 95% CI; 3.623-11.94; P=0.000), age at first sexual intercourse (OR=2.29; 95% CI=1.260-4.140; P=0.010), difficulty in getting meals when in college (OR = 2.333; 95% Cl = 1.094-4.975; P=0.028)) and sleeping arrangements at home (OR = 2.333; 95% Cl = 1.094-4.975; P=0.028). In conclusion, social, demographic, cultural and socioeconomic factors were found to influence unintended pregnancies among female students. Health education should focus on sensitizing TSNP students on condom use, while policies should support access to meals and parental involvement in housing during schooling.
Dr. Olushola Kolawole, Dr. Taofiq Kolawole Oduola, Emmanuel Precious Eneojo, Mrs. Esther Davies, Olusheye Victor Kolawole, Oluwaseun Peace Kolawole
Preventive medicine has emerged as the cornerstone of global public health in the 21st century, particularly in the aftermath of the COVID-19 pandemic, the escalating burden of non-communicable diseases (NCDs), accelerating climate change, and the growing threat of antimicrobial resistance (AMR). Global health systems are undergoing a paradigm shift from treatment-centered care to proactive, system-wide strategies emphasizing risk reduction, resilience, and population wellness. This paper adopts a narrative global policy review approach to examine the conceptual foundations, historical evolution, contemporary realities, and future directions of preventive medicine in 2025. Key global challenges—including vaccine inequity, mental health crises, digital health transformation, and the expanding role of artificial intelligence (AI) in precision prevention—are critically explored. Major policy frameworks, including Sustainable Development Goal 3 (SDG 3), the WHO Global Action Plan (2023–2030), the International Health Regulations (IHR 2005), the emerging Pandemic Treaty (2025), and the African Union’s Agenda 2063, are analyzed. The paper proposes an Integrated Global Preventive Medicine Framework (IGPMF) and demonstrates that prevention is fundamental to universal health coverage, climate resilience, health equity, and global health security in an increasingly interconnected world.
Njonje Joane Nalova
This study examines the relationship between principal pedagogical supervision and school effectiveness in secondary schools in Limbe Sub-Division. A cross-sectional quantitative survey designed was adopted to gather data from both principals and teachers. Thereby allowing for the analysis of relationships between variables at a single point in time. Data were collected from a sample of 13 principals and 688 teachers. The study explores how different dimensions of supervisory practice (instructional coaching, classroom observation, feedback, mentoring) implemented by principals influence indicators of school effectiveness (teacher professionalism, student outcomes, school climate). Quantitative analyses (descriptive statistics, correlation, and multiple regression) were employed to test hypotheses. The findings indicate a positive and statistically significant relationship between principal pedagogical supervision and school effectiveness. In particular, regular classroom observation and structured feedback strongly predict higher teacher efficiency and improved school climate. Based on the results, the study recommends capacity building for principals, institutionalization of regular supervision frameworks, and policy interventions to support ongoing pedagogical leadership or guidance.
Maria Anadae Lou Tamonan
Digital transformation in education presents distinct challenges for rural public schools in the Philippines, where geographic isolation, infrastructure deficits, and resource scarcity constrain principals’ capacity to lead technological change. This study examines how primary school principals in a rural province in the Philippines perceive their role in leading digital transformation. Adopting a qualitative, interpretivist approach, this study used Interpretative Phenomenological Analysis to analyse semi-structured interviews with four school principals. Findings reveal four key themes: navigating infrastructure scarcity through resourcefulness, bridging generational and digital divides through distributed leadership, reconciling pedagogical innovation with socioeconomic realities, and cultivating adaptive cultures through consultative leadership. The study highlights inadequacies in top-down policies and underscores needs for sustained infrastructure investment, context-sensitive professional development, and formal recognition of distributed leadership in resource-constrained contexts.
Charrybie B. Obejero, Kenneth Y. Moralde, Mariano R. Montebon, Mary Ann P. Mantos
Training for teachers is an important element in professional development for it equips educators with essential enhancement of their skills, knowledge, and strategies to address the diverse needs of their learners in the classroom, yet the relevance and effectiveness of the numerous training programs conducted are still in question because of unassessed needs of teachers prior to its implementation. While there are various studies that pointed out the needs of teachers for training, there is limited contextualized research on lived experiences of teachers in navigating professional growth based on Philippine Professional Standards for Teachers (PPST), a national standard for teachers set by the Department of Education (DepEd) through the Teacher Education Council (TEC). This study conducted a mixed-method approach to capture the training needs of elementary teachers in one of the public schools in the Division of Cebu Province based on PPST and the challenges and support they need for continuing professional development. The findings revealed that training programs must prioritize strengthening instructional competence and learning management strategies. Furthermore, the study emphasized that teachers prefer face to face learning modality rather than online and experiential learning methodology rather than plainly listening to a lecture all throughout the session for a maximized learning experience. Moreover, this study highlighted that limited access to relevant training, time constraints due to heavy workloads, minimal administrative support, and financial constraints affect the teachers’ participation in continuing professional development. These findings inform the school leaders in planning their next training program initiatives to make these practical, effective, and relevant.
Maryam Jameelah Mohd Hashim
In higher education, gamified learning has attracted greater attention as a cutting-edge pedagogical strategy to enhance student engagement and academic achievement. However, little is known about the psychological processes underlying how gamified learning affects student outcomes. This study investigates the effects of autonomy, competence, and relatedness on student performance in a gamified learning environment, using Self-Determination Theory (SDT) and motivation as a mediating variable. Data from 201 undergraduate students who participated in gamified learning activities in a university course were collected using a quantitative research approach. To test the suggested correlations between the constructs, the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings show that in gamified learning environments, student motivation is greatly influenced by autonomy, competence, and relatedness. Additionally, it was discovered that student performance was positively and significantly impacted by motivation. Additionally, the results show that motivation mediates the relationship between psychological need satisfaction and student performance. This suggests that students who feel more competent, related, and autonomous in gamified learning environments are more likely to become more motivated, which in turn improves their academic performance. By offering empirical support for the use of Self-Determination Theory in higher education, this study adds to the expanding body of research on gamified learning and student motivation. The results emphasize the importance of creating gamified learning environments that meet students' psychological needs to increase motivation and boost academic achievement. For educators and instructional designers seeking to develop more engaging and effective learning opportunities in higher education, the study offers valuable insights.
Dr. Melissa L. Loquere, Raquel N. Pendejito
In the reading-based educational context today, the reading and language development of learners is critical to their communicative ability. The study identified the association of reading habits, vocabulary acquisition methodologies and communication abilities of Grade 5 learners in the District of Calape, Bohol for School Year 2025–2026. The nature of the study was descriptive-correlational. The researcher used a researcher-made questionnaire in collecting data on reading habits (attitude, frequency, purpose and time), vocabulary learning methodologies and communication skills Cronbach’s a of 0.9328284 with an interpretation of highly internally consistent (HIC). Statistical treatments were carried out using the weighted mean, standard deviation, and the path estimates. The findings revealed that the respondents had a moderate level of reading habits (M = 2.83), vocabulary learning strategies (M = 2.98) and speaking abilities (M = 3.12). Results revealed a substantial positive association between reading habits and communication skills (r = 0.695, p < .001). Furthermore, reading habits and vocabulary learning methodologies were strong predictors of communication skills (R² = 0.628). The results underline the significance of reading habits and ways of promoting vocabulary acquisition for developing communication abilities of learners. A plan of action was designed to close the gaps identified and to encourage the growth of literacy amongst learners.
Noor Khairiah binti Razali, Nor Aini binti Hassanuddin, Noraini binti Ahmad, Rohayati binti Mat Ripin
This study investigates the influence of cognitive, affective and behavioral factors, as well as learning approach on higher education students’ engagement in mathematics courses. The research was conducted with the involvement of all students enrolled in the Business Mathematics course at Universiti Teknologi MARA Cawangan Terengganu. A total of 342 students participated in the survey, comprising 200 females and 142 male students. Correlation and multiple regression analysis were used to examine the relationships between the study variables and student engagement in mathematics learning. The correlation analysis revealed significant positive relationships between student engagement in mathematics and all examined variables with behavioral aspects demonstrate the highest correlation with student engagement in mathematics learning. However, regression analysis indicates that the affective aspect is the most important factor that influences their engagement in Mathematics followed by behavioral, cognitive and learning approaches. These findings suggest that although observable learning behaviors are strongly associated with engagement, students’ emotional factors play a more central role in sustaining engagement in mathematics learning. Hence, universities play a critical role to cultivate a conducive learning environment that supports students' mental well-being as this not only encourages pleasant emotional experiences but also increases engagement which leads to greater academic achievement throughout their studies.
Farah Fasihah binti Che Tajudin, Mohd Jasmy Abd Rahman
This study aims to identify the level of Artificial Intelligence (AI) usage in teaching at Schools in Hospitals (SiH), determine the level of effectiveness of differentiated learning, and analyze the relationship between both variables in the context of patient-students. The study employed a quantitative descriptive correlational design involving 48 SiH teachers selected through purposive sampling. Data were collected using a structured five-point Likert-scale questionnaire and analyzed using IBM SPSS Statistics. Descriptive analysis, the Shapiro–Wilk normality test, and Spearman’s correlation were conducted. The findings indicate that the level of AI usage (M = 2.91) and differentiated learning (M = 2.40) were at a moderate level. However, the correlation analysis revealed a significant and strong positive relationship between AI usage and differentiated learning (rₛ = 0.643, p < .05). The study concludes that AI has the potential to support a more flexible and adaptive implementation of differentiated learning in SiH. Future studies are recommended to examine the long-term effects of AI usage on the academic development and well-being of patient-students.
Douglas Magubo Mose, Joseph Malechwanzi Muthiani, Susan Mwaka Murage
The Teacher Service Commission has recognized absenteeism among teachers as a prevalent issue encountered in cases of duty abandonment and other forms of indiscipline. This study aimed to investigate the correlation between teachers' workload and their absenteeism in public secondary schools located in Kinango Sub-County, Kwale County. The objectives was to determine the relationship between teachers' workload and teachers’ absenteeism. The research was guided by Fredrick Herzberg's two-factor theory. A mixed methods research design was employed, with a sample size comprising 162 secondary school teachers, 8 school principals in the 24 schools and this determined using Krejcie and Morgan 1970 table. Multi-stage sampling was used that included various sampling techniques; stratified sampling, simple random sampling, and purposive sampling. A questionnaire was administered to collect data from the teachers. Pilot study was conducted for the questionnaire and the coefficient Cronbach’s alpha was 0.7 and this is acceptable for research. The researcher sort study permission from NACOSTI and the return rate of research instrument was 80% which was sufficient for the study. Descriptive statistics were illustrated through bar graphs and tables, while the quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS). Correlation was the inferential statistical method applied for data analysis. The findings revealed a negative and statistically significant relationship between teachers' workload and absenteeism, with a correlation coefficient of r = -0.466, p < .01.
Reynalene H. Enriquez
This study examined the relationship between cooperative learning strategies and metacognitive skills among Grade 6 learners in Social Studies in San Fernando District II, Division of Bukidnon, during the School Year 2025–2026. Specifically, it determined the extent of implementation of cooperative learning strategies, group discussion, peer teaching, the jigsaw technique, think–pair–share, and collaborative projects, and assessed learners’ metacognitive skills in planning, monitoring, and evaluating. A descriptive–correlational research design was employed, involving 135 Grade 6 learners selected through simple random sampling. Data were collected using adapted instruments from Fernandez-Rio et al. (2017) and Altindag and Senemoglu (2013). The instruments demonstrated strong internal consistency, with Cronbach’s alpha coefficients of 0.93 for cooperative learning strategies and 0.91 for metacognitive skills. Construct validity was established through expert validation and pilot testing.
Yujuan Yan
The rapid development of generative artificial intelligence technology is profoundly transforming the educational ecosystem. As an important user group of AI technology, college students' current usage status, cognitive attitudes, and behavioral characteristics warrant in-depth investigation. This study systematically examines college students' use of generative AI across six dimensions: usage frequency, application scenarios, satisfaction, privacy concerns, academic integrity, and ethical awareness, based on a questionnaire survey of 222 students from a higher vocational college. The findings reveal that the AI usage rate among college students reaches 98.2%, with 58.1% being high-frequency users (daily); AI has a significant positive impact on learning outcomes (66.7% perceive improvement or significant improvement); however, prominent issues include weak privacy protection awareness (81.5% have not carefully read privacy policies), inconsistency between academic integrity cognition and behavior (73.4% agree that AI content can be referenced but not directly submitted, yet only 5.0% always proactively disclose AI use), and lack of school AI usage regulations (84.2% are unclear or unaware of school policies). The study recommends improving school AI usage norms, strengthening AI ethics education, and enhancing students' digital literacy to guide college students to use generative AI rationally, normatively, and responsibly.
Bui Phuong Uyen, Le Ngoc Hoa, Le Viet Minh Triet, Nguyen Duy Sang
Helping primary school students visualize abstract mathematical concepts remains a significant challenge. This study presents the design and implementation of an automated visualization tool to address this issue. The tool operates by leveraging an artificial intelligence (AI) to convert text-based math problems or concepts into Mermaid syntax. This process automatically generates intuitive diagrams like flowcharts and mind maps. The research focuses on the system's architecture and a user-friendly interface, ensuring the tool is practical and accessible for teachers. Results show the tool can generate accurate visual aids, enhancing teaching effectiveness and enriching learning materials. This work offers a tangible solution, applying existing technology to meet the demands of digital transformation in education.
Sunarti
This study examines the development of rural tourism through the ecotourism concept in Batu City, Malang, East Java, Indonesia. As one of Indonesia's premier tourist destinations, Batu City faces the dual challenge of maximizing economic benefits while preserving environmental sustainability and empowering local communities. This research employs a qualitative approach with case study methods, involving in-depth interviews with 45 participants including village officials, tourism managers, local communities, and tourists, complemented by participatory observation and document analysis. The findings reveal that ecotourism development in Batu City has successfully created a symbiotic relationship between conservation and economic development through four key pillars: community-based tourism management, environmental conservation programs, authentic cultural experiences, and sustainable infrastructure development. However, challenges persist including limited local capacity, seasonal tourism fluctuations, and infrastructure gaps in remote areas. The study proposes an integrated development model that emphasizes collaborative governance, capacity building programs, green technology adoption, and inclusive benefit-sharing mechanisms. The novelty of this research lies in its comprehensive analysis of the interconnection between ecological sustainability, economic viability, and social equity in the context of Indonesian rural ecotourism, offering practical insights for similar destinations in Southeast Asia. The findings contribute to sustainable tourism literature and provide actionable recommendations for policymakers and tourism practitioners seeking to balance development with conservation.
Dr. Sheila Mae N. Bojos, Jocelyn C. Salomon
This study adds to our knowledge of students’ emotional experiences during an important educational transition and shows that a supportive school climate was present but had a limited impact on students’ achievement emotions. Other personal, social, or contextual underlying factors might be more relevant to explain students’ affect and performance in school settings. The study aimed to determine and compare the achievement emotions of Grade 6 and Grade 7 learners at UB Loon Institute in their transition to junior high school, specifically class-related, learning-related and test-related emotions and to explore the perceived level of school climate in terms of teacher and student behaviors and its association with achievement emotions. The study adopted a quantitative descriptive-correlational research approach. The data were collected from 148 learners, 80(54.05%) males and 68(45.95%) females. Most of the participants were Grade 7 learners (86.49%). Grade 6 learners made up 13.51% of the sample. School atmosphere and accomplishment emotions were measured by standardized questionnaires on a 4-point Likert scale. Data were analyzed using weighted mean, Wilcoxon Rank Sum Test and Multiple Regression Analysis. The study found that the school climate was usually evaluated as “Often occurs” especially in Supportive Teacher Behavior (3.09) and Collegial Student Behavior (2.98). Learners “Disagreed” with negative class-related (2.09) and learning-related (2.20) emotions reflected minimal negative emotional experiences. They “Agreed” with test-related emotions (2.57) such as good feelings of pride and relief and negative responses of exam dread. Statistical analyses showed no significant variations in achievement feelings by grade level (p = .511) and gender (p = .420). In addition, no meaningful link was identified between school climate and achievement emotions (p = .837). The variation accounted for was only 2%. These findings imply that students’ feelings are affected by variables other than school atmosphere.
Genevarius Nji
This study sets out to examine the effects of school discipline on violent behavior. The manner in which discipline is implemented can breed violent behavior among students who are considered victims. This, however, hampers many school processes as the teaching, learning, as well as the administrative environments, are no longer secure. Within the context of this paper, we looked at the effects of teachers’ characteristics, counselor services, students’ characteristics, and parental collaboration with school administration as key variables that determine students’ violent behavior. Within the context of this study, the quantitative research approach was used in data collection and analysis. The main instrument used to collect data was the questionnaire. Using simple random sampling and purposive sampling techniques, a sample size of 193 respondents was obtained. The data collected was analyzed using the Spearman rank correlation, and the following results were obtained: For the first hypothesis, a Spearman correlation index of 0.625 (62.5%) was obtained; for the second hypothesis, a Spearman correlation of 0.537 (53.7%); for the third hypothesis, a Spearman correlation of 0.541 (54.1%) was obtained, and for the fourth hypothesis, we had a Spearman correlation index of 0.632 (63.2%). The level of significance was less than 0.05 for all the hypotheses tested, thus indicating that all variables studied significantly influenced students' violent behavior. Based on these findings, we can conclude that school discipline is one of the determinants of students' violent behavior in GTS in Yaoundé. Recommendations were made to stakeholders concerned.
Cliford Jay Rivera, PHD–ED Ling, Le Anne Daganio, EDD-LLS, Rhia Monica Nolasco, PHD–ELPS
This study employs Multimodal Discourse Analysis (MDA) and Systemic Functional Linguistics (SFL) to examine how Instagram memes construct meaning in real-world learning experiences through the interplay of language and visual elements. Focusing on school memes, the research explores how humor, informal language, pop culture references, and visual composition work together to convey student experiences, academic challenges, and social critique. Findings reveal distinct sociolinguistic patterns such as code-switching, in-group language, and resistance to institutional authority, demonstrating how memes function as tools for identity construction, peer solidarity, and digital learning. The study highlights the role of memes in shaping contemporary educational discourse and encourages further exploration of their pedagogical and communicative potential.
Angela Mutuli Muendo, Mary Jebii Chemagosi, Sellah Lusike Lusweti
School policies play a pivotal role in providing a structured frameworks of standards and regulations that promote positive behavior and foster academic success. These school policies can have both direct and indirect effects on learners, educators and the larger educational context. The purpose of the study was to investigate the relationship between school policies and job satisfaction among teachers in pre-primary schools in Kilifi North Sub County, Kilifi County. The study was premised on Herzberg’s Two-factor theory. Descriptive correlational design was adopted for the study. The study had a population of 249 participants, including 83 head teachers and 166 pre-primary teachers. A sample size of 215 respondents was chosen that included; 76 head teachers, 139 pre-primary teachers and selected through multi-stage sampling. Data was collected using a questionnaire for teachers and an interview schedule for head teachers. To ensure reliability and validity of the research instruments, pre-testing was done on 3 ECDE teachers and two head teachers in two selected preprimary schools in Kilifi North Sub County. Descriptive statistics, including means and percentages, were used to summarize the findings, which were presented in tables, graphs, and pie charts. Inferential analysis involved the use of Pearson’s correlation coefficient to examine the relationships among the study variables. The study also used qualitative data to triangulate the findings of the quantitative data. Findings showed that there was positive and statistically significant relationship between school policies and teachers’ job satisfaction (r = 0.760, p < 0.01). The study recommended that policy makers to review some of the school policies to improve teachers’ job satisfaction.
Theodora Melista
Children’s emotional responses to geopolitical instability are shaped by developmental stage, environmental stressors, and the sociocultural context in which they interpret global events. Exposure to conflict related information—particularly through digital media—can heighten fear, anticipatory anxiety, and perceptions of threat even in the absence of direct danger. These reactions often manifest as emotional dysregulation, concentration difficulties, sleep disturbances, and changes in social or academic functioning. Younger children may display regressive behaviors, while adolescents tend to exhibit more complex cognitive and affective responses, including rumination and withdrawal. Within this landscape, School Social Work constitutes a critical support mechanism. Through systematic assessment, early identification, and targeted psychosocial intervention, School Social Workers help maintain emotional safety and promote adaptive coping. Trauma informed practices, media literacy education, and family engagement are essential components of an effective response. A coordinated, school based approach is necessary to mitigate anxiety and strengthen resilience during periods of geopolitical tension.
Cristoper T. Carillo, MA, Gracie Ann M. Dy. MA, Jo Neil T. Peria
Interdisciplinary and transdisciplinary approaches in Science, Technology, Engineering, and Mathematics (STEM) education have gained increasing attention as educational systems respond to complex societal challenges and the demands of 21st-century learning. In the Philippines, the integration of interdisciplinary and transdisciplinary STEM education has been encouraged through curriculum reforms, teacher professional development, and research initiatives. This study aimed to analyze scientific production and collaboration patterns in interdisciplinary and transdisciplinary STEM education in the Philippine context using bibliometric methods. Data were retrieved from open-access scholarly databases covering publications from 2010 to 2024. Bibliometric indicators, including publication trends, authorship patterns, institutional affiliations, co-authorship networks, and keyword co-occurrence, were examined using Bibliometrix and VOSviewer. Results revealed a steady increase in research output beginning in 2018, with significant growth during the post-pandemic period. Collaboration among universities and research institutions was moderate, with emerging partnerships between teacher education institutions and STEM-focused organizations. Key research themes included STEM integration, inquiry-based learning, problem-based learning, and 21st-century skills development. The findings highlight the evolving landscape of interdisciplinary and transdisciplinary STEM education research in the Philippines and provide insights for policymakers, educators, and researchers in strengthening collaborative networks and research productivity.
Bolarinwa, Kayode Omotayo, Okolocha Comfort Chimezie
This study examined the effect of social media-mediated instruction on the academic achievement of NCE II Business Education students in Nigerian Colleges of Education, using Facebook as the main instructional platform. A quasi-experimental pretest-posttest non-randomised control group design was used with two intact classes (N = 182). Students in the experimental group (n = 50) learned through a closed Facebook group, while the control group (n = 132) received lecture-based instruction. Data were collected with the Business Education Practicum Achievement Test (KR-20 = 0.83) and analysed using mean scores, analysis of covariance and multiple classification analysis. Students exposed to the Facebook-mediated approach achieved significantly higher post-test scores than those taught through lectures, and the treatment effect was statistically significant (F(1,177) = 77.68, p < .05). Gender and treatment-gender interaction effects were not significant. The findings show that familiar social media platforms can serve as viable instructional environments in teacher education when used with clear academic tasks, lecturer guidance, and sustained interaction. The study concluded that guided use of Facebook can enhance achievement without disadvantaging either gender, and that familiar platforms can be repurposed for learning if lecturers are trained, institutional expectations are clear, and students are supported with access and digital discipline.
Desiree Anonat, Romulo Dela Cruz Teoppe Jr.
Community-based rehabilitation, personal resilience, and support systems help people get their lives back on track. This research examined the lived experiences of individuals who have surrendered taking drugs and took their pathways to recovery, transformation, and reintegration. It used transcendental phenomenology research design. Results showed that at first, the participants were stigmatized, scared, and unsure, but they got better thanks to rehabilitation programs, family support, and advice from local authorities. These programs offered counseling, job opportunities, and moral support, which helped people get back on track, fix broken relationships, and find a new sense of purpose. The significant statements of the participants resulted to how they saw the program, how the program helped them and observed things that might help improve the program. From their responses, themes were generated, such as Meaning Making and Personal Transformation, External Support and improvement needs, Personal and Social Barriers, Strengthening self-management recovery, Sustained Personal Strength and faith anchored recovery, Life Re-structuring through skills, environment and purpose and Family as the Core-Anchor of Post rehabilitation support. The study also stresses how important it is to be accepted by others and to be involved in the community in order to stay healthy. Even though they faced problems like discrimination and a lack of opportunities, many of the participants showed strength and a desire to change. Recovery is more than just quitting drugs; it also means getting back their sense of dignity, belonging, and hope. Community-based programs are very important for long-term healing and reintegration.
Analyn S. Clarin, Ilyan Prexyl H. Saludo
Speaking anxiety has been recognized as a significant factor affecting students’ oral communication performance in academic settings. This study investigated the relationship between speaking anxiety, coping strategies, and oral communication performance among college students at a state-funded higher education institution in Dumingag, Zamboanga del Sur, during the 2025-2026 academic year. Employing a descriptive-correlational research design, the study involved 120 respondents selected through stratified random sampling. Data was collected using adapted questionnaires and analyzed using Mean, Standard Deviation, Pearson Product-Moment Correlation Coefficient, and Regression Analysis. Findings revealed that students generally experienced high levels of speaking anxiety, particularly in communication apprehension, oral recitation anxiety, and fear of negative evaluation. Students were found to employ coping strategies overall at an effective level, with positive thinking rated highly effective, while preparation strategies, relaxation techniques, and avoidance/withdrawal were also effective. Despite experiencing high anxiety, students maintained good oral communication performance in fluency, coherence, pronunciation, grammar, vocabulary, and confidence. No significant relationship was found between speaking anxiety and oral communication performance. Among coping strategies, avoidance/withdrawal demonstrated a significant negative relationship with oral communication performance. It emerged as a significant negative predictor, indicating that students who relied on avoidance behaviors performed lower in speaking tasks. The study recommends implementing targeted workshops, scaffolded speaking activities, structured guidance on coping strategies, and supportive classroom environments to enhance students’ oral communication skills, reduce maladaptive coping behaviors, and build confidence in speaking.
Dr. Nishshanka Abeyrathna.
Debates concerning the relative merits of STEM (Science, Technology, Engineering, and Mathematics) and STEAM (Science, Technology, Engineering, Arts, and Mathematics) education have intensified globally, particularly in developing knowledge economies. While STEM education has been widely promoted to enhance technical workforce capacity, some scholars argue that the exclusion of the Arts may limit creativity, interdisciplinary thinking, and cultural responsiveness. This study critically examines whether STEAM constitutes a more contextually appropriate educational framework than STEM for Sri Lanka’s school education system. Using qualitative policy analysis and secondary empirical review, the study analyzes national education reform documents, published research, and pilot program reports. Findings indicate that STEAM aligns more closely with Sri Lanka’s cultural–civilizational heritage, learner diversity, and emerging innovation needs. However, implementation challenges—including teacher preparedness, assessment reform, and infrastructural inequality—remain significant. The study contributes to global discussions on postcolonial curriculum reform and interdisciplinary education by situating STEAM within a South Asian context.
Iskandar Hasan Tan Abdullah, Muhammad Faiz Iskandah, Norhayati Yaacob, Wan Ahmad Tirmizi Wan Sulaiaman
Political science education, specifically the "Malaysian Politics" (PAD270) course at University Technology MARA Kelantan, faces challenges due to the complex nature of Comparative Politics Language and a lack of integrated digital resources. Students often struggle with historical contextual gaps and technical "port" conflicts when using fragmented social media platforms for learning. To address these pedagogical and technical hurdles, this study developed "Politicbox," a centralized technological innovation designed to streamline the learning experience. The development of Politicbox was grounded in the ADDIE Model consist of Analysis, Design, Development, Implementation, and Evaluation to ensure high pedagogical standards. Furthermore, the system utilized Self-Instructed Material architecture, which emphasizes content that is self-explanatory, self-contained, self-directed, and self-evaluating. The objective was to diagnose the root causes of student underperformance in PAD270 and develop an effective digital intervention to enhance conceptual understanding and academic performance. This study employed a Rapid Application Development framework for system execution. A quantitative needs analysis was conducted with 100 students to identify functional requirements. Evaluation included Pearson correlation analysis, Mean tests, and Linear Regression to measure the impact of the innovation. Findings revealed a drastic improvement across all learning dimensions. Regression analysis showed that post-intervention, the model’s explanatory power for learning quality increased primarily driven by user satisfaction and psychomotor skills. Future research should focus on expanding the Politicbox framework to other complex political science modules and integrating advanced diagnostic tools to further personalize the learning trajectory.
Achieng, Sybil Jane, Ogolla Nichanor Achola
Access to high-quality education is a critical factor in determining academic success and future opportunities for students. However, low-income families often face significant obstacles when seeking access to high-quality public high schools, perpetuating disparities in academic achievement. To address these challenges, low-income parents employ various strategies and initiatives. Despite existing research in different contexts, there is a lack of studies specifically focused on low-resource settings like Kenya, particularly in Kajulu. This study aimed to investigate the strategies and initiatives used by low-income parents in Kajulu, Kisumu East, Kenya, to enable their children's access to high-quality public high schools. Through mixed-methods research design, using both quantitative and qualitative approaches, this study targeted five mixed public secondary schools in Kajulu including Obwolo, Okok, Oasis of hope, Kassagam and Kibos secondary schools. Questionnaires for students and teachers, interviews with key informants (head teachers, education officer, and parents), and focus group discussions with various stakeholders were utilized to ensure maximum data capture. The study conducted in Kajulu, Kisumu East, Kenya, revealed a range of strategies employed by low-income parents to enhance access to high-quality public high schools for their children. These strategies include active involvement in decision-making, networking within the community, school assessment through open days and online research, participation in parent-teacher meetings, exploration of government-sponsored programs, collaboration with community organizations, seeking financial assistance and advocacy, and forming parental support networks. These strategies collectively aim to ensure equal opportunities for quality education, regardless of financial limitations, geographical challenges, language barriers and limited resources and information. The decision-making processes of these parents are influenced by factors such as academic reputation, school proximity, and extracurricular activities. The data findings were analyzed using statistical techniques for quantitative data and thematic analysis for qualitative data. The study recommended that parental involvement and advocacy be strengthened to foster strong partnerships between parents, school administrators, teachers, and stakeholders and empower them with knowledge, resources, and opportunities to actively engage in their children's education. This research is essential in promoting equitable educational opportunities and empowering communities for positive change.
Maria Rosaria Nava
One of the most important challenges for today's education systems is to provide students, during their schooling, with linguistic and intercultural skills that enable them to function effectively as citizens, acquire knowledge, and develop open attitudes toward others: this vision of teaching languages and cultures is called plurilingual and intercultural education. Plurilingual and intercultural education is guided by several founding principles, such as the recognition of linguistic and cultural diversity guaranteed by the Council of Europe conventions; the right of everyone to use their linguistic varieties as a means of communication, a vehicle for learning, and a means of expressing their belonging; and the centrality of human dialogue, which essentially depends on languages. The experience of otherness through languages and the cultures they convey is a necessary precondition for intercultural understanding and mutual acceptance. In light of these premises, the aim of this paper is to retrace some of the stages that led to the emergence of plurilingualism, especially in education and school settings, as well as to identify some good teaching practices related to the teaching of grammar and vocabulary within multilingual classrooms. Today's society is considered plural and multicultural, but much can and must still be done to ensure that these dimensions are incorporated and recognized in more contexts, first and foremost in school education. The aim is to use linguistic plurality to generate curiosity, sharing, and encourage learning.
Cecilia C. Garson, Roy N. Villalobos, Winnie Fer D. Matampac
In today's rapidly changing global landscape, characterized by Volatility, Uncertainty, Complexity, and Ambiguity (VUCA), effective leadership is important in the educational sector. Within this context, the role of women leaders in educational institutions is of particular interest and significance. Despite the traditionally male-dominated nature of leadership roles, an increasing number of women are assuming leadership positions in educational institutions worldwide. This study explores the unique challenges and opportunities faced by women leaders in the VUCA world of educational leadership. Women leaders possess a unique set of skills that are particularly well-suited for navigating the complexities of the VUCA world. These skills enable women leaders to foster innovation, build resilient teams, and navigate ambiguity with confidence. Effective leadership is important to achieve an organizational goal. The world of work is rapidly evolving thus, women leaders must cope with the changing world, and to cope with the fast-changing world, it is important to redesign its management styles. In President Ramon Magsaysay State University, women hold 70% of the key positions. The designation of women to key positions is not only a response to Sustainable development Goal 5 which is Gender Equality and women empowerment, but also based on the credentials and the ability of women to lead the organization. Likewise, the university believes that women empowerment is important as the organization is committed to deliver holistic services to the students.
Mazuki Izani Ismail, Muhammad Luqman Ibnul Hakim Mohd Saad, Muhammad Saiful Anuar Yusoff, Norhayati Abd Karim, Suryani Awang
The use of online dictionaries is now becoming a very important tool in the process of learning languages, especially Arabic. It is widely applied in various learning activities due to its significant influence on learning outcomes. Although online dictionaries are easily available on the internet, Malay-Arabic dictionaries that focus on Arabic words with their definitions, such as VerbDict (http://www.verbdict.abqarie.com/), are still not given much attention. Studies related to its use and students' perception of its usefulness have not yet been identified. Therefore, this study was conducted to see the use of UiTM Kelantan Branch students of the Arabic verb dictionary (VerbDict) and their perception of its usefulness in learning Arabic. This study used a quantitative approach, and the data were obtained using a five-point Likert scale questionnaire. A total of 136 students were selected through purposive sampling from three faculties of study at UiTM Kelantan Branch to answer the online questionnaire. The data were analysed using the Statistical Package for Social Sciences (SPSS) 23.0 software. The findings of the study prove that i) the level of use of the verb dictionary is high (M=4.06-4.20; SP:0.78-0.92) and ii) their perception of the usefulness of the dictionary was also high (M=4.35-4.45; SP:0.64-0.69). This dictionary is proposed to be widely used for the benefit of students.
Eliseo V. Villaganas, Jr., Wilter C. Friales
This study examined students’ involvement in co- and extra-curricular programs and activities, with the aim of describing and analyzing patterns of participation and leadership engagement. It sought to provide insights into how students engage in various school-related activities and how such involvement contributes to their development. The study employed a descriptive-analytical research design and was conducted at Notre Dame of Marbel University (NDMU), a higher education institution known for its strong emphasis on holistic formation. The respondents consisted of 1,813 college students from different programs with data covering the academic years 2023–2024 and 2024–2025. The survey was administered during the second semester of 2025. Descriptive statistics, particularly frequency counts, were used to analyze the distribution of student participation in leadership organizations, academic, literary and research activities, socio-cultural events, sports activities, capability-building programs and awards and recognitions received. Findings revealed that students demonstrated high levels of involvement and active participation across various domains of co- and extra-curricular engagement. Participation in leadership organizations, academic associations, student councils, and socio-cultural clubs reflected strong commitment to service, collaboration, and leadership. Engagement in research, academic competitions, sports, and cultural activities further indicated that students were developing not only intellectual and creative competencies but also discipline, teamwork, and a sense of achievement. Overall, the results suggest that the institution provides a supportive and comprehensive learning environment that fosters holistic student development, enabling learners to become competent, confident, and socially responsible individuals.
Hannah B. Arceño, Rezy V. Mendaño, PhD
This study examined Grade 7 students' conceptual understanding of linear motion and developed an evidence-based intervention framework to address identified learning gaps in physics education. Using a sequential explanatory mixed-methods design, quantitative data were collected from 110 Grade 7 students using a researcher-developed, validated two-tier concept test, followed by qualitative data gathered through semi-structured interviews with 15 selected students to explore their learning experiences and conceptual difficulties. Descriptive statistical analysis revealed that students demonstrated a Fairly Satisfactory level of conceptual understanding, with a mean score of 77.67, indicating moderate mastery of concepts related to displacement, distance, speed, and velocity. However, persistent misconceptions in fundamental motion concepts were identified. Qualitative findings revealed five major themes related to students’ learning experiences: exhibiting conceptual misunderstanding in linear motion, relying on procedural and formula-based problem-solving, expressing uncertainty and low confidence in learning, utilizing everyday experiences to understand motion concepts, and identifying instructional and language-related learning needs. These findings indicate that students' understanding of linear motion is influenced by cognitive, affective, instructional, and contextual factors. Based on the findings, the M.O.T.I.O.N.-S.T.E.P Framework was developed to improve conceptual understanding through diagnostic assessment, conceptual clarification, collaborative learning, contextualized instruction, multilingual support, and continuous assessment. The study concludes that improving students’ conceptual understanding of linear motion requires learner-centered instructional strategies that address misconceptions, strengthen conceptual reasoning, and support students’ confidence and comprehension. The findings provide practical implications for improving instructional practices in physics education.
Anis Syazwani Sukereman, Muhammad Azwan Sulaiman, Muhammad Nazim Alias, Noor Farhana Akrisha Ishak, Noor Halil Ismail, Nurul Nadiah Zainol
Islamic estate planning plays an important role in the distribution of assets in Islamic society, especially in terms of ownership and inheritance. It has also been found in Malaysia that the growing value of frozen assets requires more awareness and understanding of proper estate planning. This research aimed to investigate the value added for the student enrolled in the Islamic estate planning course (RES626) in the Bachelor in Real Estate Programme offered in Universiti Teknologi MARA Shah Alam Malaysia. A survey was conducted among 54 students. The questionnaire was divided into two sections: students’ background and the students’ perceptions regarding the value-added contributions of Islamic estate planning to real estate education. Descriptive statistical analysis was applied to examine students’ perceptions of four aspects related to Islamic estate planning, namely knowledge enhancement, professional relevance, ethical awareness, and social responsibility. According to the research, students’ perceptions of the contributions of Islamic estate planning to real estate education were high, with a range of 4.2963 to 4.5000. The study found that students showed high levels of agreement on the aspect related to ethical awareness (M=4.5000), suggesting that Islamic estate planning plays a significant role in promoting students’ awareness of ethical principles in managing properties. High levels of agreement were also recorded on the aspects related to knowledge enhancement and professional relevance. In conclusion, it is important to note that Islamic estate planning is essential in enriching students' knowledge as well as their professionalism in dealing with various challenges that may arise during property ownership and inheritance from a legal, ethical, and cultural point of view. The results suggest a transition from elective to mandatory status for such courses to address national asset freezing issues.
Leslie Anne T. Perper
This descriptive-corretional study aimed to assess the attainment of the Most Essential Learning Competencies (MELCs) of Grade 11 Academic Track students in Ilocos Sur National High School for the School Year 2025–2026. Specifically, it examined the students’ level of attainment of the MELCs in Pag-aaral ng Kasaysayan at Lipunang Pilipino, Effective Communication/Mabisang Komunikasyon, and Life and Career Skills. It also determined the significant relationship between the students’ profile variables—age, sex, parents’ educational attainment, family income, field of interest, number of siblings, place of residence, and parents’ occupation and their level of attainment of the MELCs. The study revealed that majority of the Grade 11 Academic Track students are 16-year-old female students who have two siblings, live in a rural area, and are interested in pursuing a career in teaching. Most of their parents are postgraduates, working as farmers or housewives, and have an income ranging from 20,001 to 30,000. In addition, the level of attainment for the most essential learning competencies in Pag-aaral ng Kasaysayan at Lipunang Pilipino, Effective Communication, and Life and Career Skills are rated as "Outstanding," indicating effective curriculum delivery, sound instructional practices, and meaningful learner engagement. Furthermore, there is a significant relationship between sex, parents' occupation, and family income with the attainment of the essential learning competencies in Effective Communication and Life and Career Skills. However, the number of siblings shows a negative significant correlation with these competencies. Based on these findings, a Sustainability Plan for Grade 11 Academic Track students was designed and validated, aligned with the Department of Education (DepEd) standards and grounded in the study’s findings to sustain and enhance their levels of attainment in various learning competencies
Oluwatimilehin Amos Akinade
The single case study under consideration explores how tablet-enabled translation assisted in facilitating inclusive education in an English classroom of Year 7 at an English high school. Using Sociocultural Theory that focuses on learning as a process that is socially mediated (Vygotsky, 1978), the paper discusses how an Arabic-speaking new student could gain access to the content of the curriculum, become an engaged and active participant by using a tablet-based translation tool. Real-time translation of learning materials and assessments prompted the student to work alongside peers equitably. The data sources comprised worksheets, handwritten notes, translated outputs, classroom observations and teacher reflections which were analysed thematically to determine the patterns of access, engagement, and social inclusion. Ethical measures covered anonymisation and confidentiality. The findings of this one case study indicate how widespread digital tools may reduce the language barrier, level the playing field, and teach the inclusive pedagogy in a classroom environment.
Flora May T. Abainza
Students' academic success is significantly influenced by teacher support, learning behavior, and self-efficacy, which enhances overall performance, encourages active engagement, and fosters confidence. This investigation investigated the predictive correlation between self-efficacy, learning behavior, and teacher support among Key Stage 2 students in the Calape District. In particular, it examined the impact of the four dimensions of teacher support (instrumental, affective, informational, and appraisal) on students' self-efficacy, with learning behavior serving as a mediating variable. A quantitative, non-experimental mediation research design was implemented. Randomly selected from a population of 1,842 Key Stage 2 learners in 19 public elementary schools in the Calape District during the School Year 2025–2026, the respondents were 319 Grade 5 learners. Data were collected using modified standardized instruments, including the Perceived Teacher Support Scale (PTSS), Learning Behavior Questionnaire (LBQ), and Self-Efficacy Questionnaire for Children (SEQ-C). The instruments exhibited satisfactory reliability, with Cronbach's alpha values ranging from 0.65 to 0.973. Variable levels were determined using the weighted mean and standard deviation, and relationships were investigated using regression and mediation analyses. The results of the study indicated that teacher support was perceived as extremely high (M = 3.79, SD = 0.41), learning behavior was highly positive (M = 3.42, SD = 0.72), and self-efficacy was high (M = 3.28, SD = 0.74). Teacher support did not have a statistically significant direct effect on self-efficacy, as indicated by the regression results (B = 0.080, p =.252). Nevertheless, teacher support substantially predicted learning behavior (B = 0.379, p <.001), which in turn had a strong and significant effect on self-efficacy (B = 0.803, p <.001). The mediation analysis confirmed a substantial indirect effect (B = 0.305, p <.001), suggesting that learning behavior completely mediates the relationship between teacher support and self-efficacy. These results indicate that teacher support indirectly improves students' self-efficacy by encouraging positive learning behaviors, including persistence, engagement, and active participation. Consequently, a structured and process-oriented approach that commences with the reinforcement of classroom learning behaviors through effective teacher support is necessary to enhance students' confidence. A proposed action plan is based on the findings and will concentrate on the following: (1) enhancing the capacity of teachers to provide multidimensional support, (2) implementing classroom strategies that encourage active learning behaviors, (3) conducting learner engagement programs to foster confidence, and (4) establishing continuous monitoring and evaluation mechanisms. The ultimate objective of these initiatives is to improve academic achievement by increasing student engagement and self-efficacy. It is advised that future research include a variety of districts to ensure a broader generalizability and to incorporate qualitative methods to obtain a more profound understanding of the experiences and perceptions of learners.
Dr. Odeny, Obare Y., Prof. Odeck
Inclusive education seeks to promote equitable access, participation, and retention of all learners, including those who are hard of hearing. Despite policy efforts to support inclusion, communication barriers between teachers and learners remain a critical challenge in regular secondary schools. This study examined the influence of teachers’ communication ability on the retention of learners who are hard of hearing in regular secondary schools in Siaya County, Kenya. The study adopted a descriptive research design. The target population comprised 47 learners who are hard of hearing, 20 teachers, and 5 heads of institutions drawn from five selected secondary schools implementing inclusive education. Purposive sampling was used to select schools with inclusive education programs, while a census sampling technique was employed to include all identified learners who are hard of hearing, teachers, and heads of institutions due to the relatively small population size. Data were collected using structured questionnaires and interview schedules. Quantitative data were analyzed using descriptive statistics, including frequencies, percentages, and mean scores, while qualitative data were analyzed thematically. The study concluded that teachers’ communication ability had a statistically significant effect on retention of learners who are hard of hearing (β=.781, P=0.000<0.05).The coefficient of determination (R²=0.397) shows that approximately 39.7% of the variation in the retention of learners who are hard of hearing can be explained by teachers’ communication ability. The study recommended the need to strengthen both pre-service and in-service teacher training in specialized communication strategies, as well as promoting the use of multimodal instructional approaches to enhance retention of learners who are hard of hearing.
Ma. Leilani T. Roderos
This descriptive-correlational study determined the extent of implementation of the integrative curriculum, teachers’ practices, and innovative instructional strategies among secondary schools in the Schools Division of Iloilo City, Philippines, for the school year 2025–2026. The respondents were 125 Junior and Senior High School Social Studies teachers. The independent variables included sex, age, grade level taught, position, educational attainment, and length of service, while the dependent variables were the extent of implementation of the integrative curriculum, teaching practices, and innovative instructional strategies. Data were gathered using a researcher-made questionnaire that underwent validity and reliability testing, yielding acceptable reliability coefficients. Descriptive statistics such as frequency, percentage, rank, and mean were used, while inferential statistics including Mann–Whitney U test, Kruskal–Wallis H test, and Spearman Rho correlation were employed. All statistical analyses were processed using SPSS at a 0.05 level of significance. Findings revealed that teachers demonstrated a very high extent of integrative curriculum implementation, very high levels of integrative teaching practices, and very high innovative instructional strategies in instruction. No significant differences were found in the extent of implementation, practices, and innovative instructional strategies when teachers were classified according to sex, age, grade level taught, position, and educational attainment. However, a significant difference was observed in innovative instructional strategies when classified according to length of service, with teachers having ten years or less of experience showing higher level of innovative instructional strategies. Significant positive relationships were found among curriculum implementation, teaching practices, and innovative instructional strategies, indicating that effective implementation of the integrative curriculum enhances instructional practices and fosters creative teaching.
Rubelyn A. Orbiso
This study investigated the relationship between teachers' perceptions of the reclassification process and their subsequent motivation levels within District 2, Malaybalay City. Specifically, it examined perceptions of career growth, fairness, transparency, and support, as well as post-reclassification motivation regarding job satisfaction, commitment, and recognition. Utilizing a descriptive-correlational design, data from elementary school teachers were analyzed using weighted means, standard deviations, and Pearson r (Product-Moment Correlation Coefficient). Findings revealed that teachers hold an "Exemplary" perception of the reclassification process across all dimensions. Furthermore, their motivation levels after reclassification were classified at a "Distinguished" level, particularly regarding salary increases and professional pride. Statistical analysis confirmed a significant relationship between these variables, indicating that the perceived integrity and clarity of the promotion system directly shape a teacher’s motivation. The study concludes that a well-structured reclassification pathway serves as a vital catalyst for professional excellence and long-term dedication. To sustain this momentum, it is recommended that teachers proactively document milestones and mentor peers. At the same time, school heads should integrate reclassified educators into leadership roles to capitalize on their renewed commitment. Finally, the Department of Education should institutionalize regular policy reviews to ensure the process remains transparent and merit-based. Such strategic improvements to the reclassification framework are essential to sustaining a high-performing, motivated teaching force.
Edward C. Jimenez, Ma. Christina B. San Pedro
This study aimed to determine the relationship between physical education teachers' teaching competencies and the academic performance of learners, serving as a basis for developing a competency-based program. The demographic profile of the teacher-respondents revealed that the majority were female, held Teacher I positions, were married, had earned master’s degree units, and had been in service for one to ten years. In terms of teaching competencies, specifically knowledge, skills, and attitudes, the teacher-respondents rated all sub-variables as "very important." The academic performance of learners was generally rated as "very satisfactory." The findings showed no significant difference between teachers' teaching competencies and their demographic profiles, except in knowledge, where a significant difference was found based on years in service. Furthermore, no significant association was observed between teachers' teaching competencies and learners' academic performance. Based on these results, a proposed enhanced competency-based program is presented to improve teaching and learning, to be implemented both inside and outside the classroom.
Francis Kwadwo Awuah, Richard Osei Boateng
This systematic review examines the integration of real-world applications into the teaching of plane geometry, addressing educators' challenges and their impact on student engagement and comprehension. Drawing on 21 empirical studies published between 2010 and 2025, the review emphasises the crucial need for effective pedagogical strategies that link geometric concepts to real-world contexts. Findings indicate that teachers often rely on rote memorisation, resulting in gaps in students’ understanding and performance. Despite advancements in technology and instructional methods, significant barriers remain, including inadequate teacher preparedness and rigid curricula. The review emphasises the importance of real-life application in plane geometry and ongoing professional development for teachers to enhance their instructional practices. Ultimately, the study advocates a concerted effort to improve teacher education and to integrate real-world applications into plane geometry education, thereby fostering deeper student engagement and understanding.
Hope Herbert Nkhoma
Teenage pregnancy is a major obstacle to education for girls in rural Malawi. Cultural norms, financial struggles, and little access to reproductive health education come together, creating a cycle of early motherhood and dropping out of school. This study looks at how teenage pregnancy affects educational disruption among adolescent girls in selected rural areas of Malawi. It uses a mixed-methods approach, combining data on school dropout rates with insights from interviews with students, teachers, parents, and community leaders. The findings show that teenage pregnancy is both a cause and a result of limited educational opportunities. It often leads to early withdrawal from school, lower academic performance, and fewer future chances. The study also points out gaps in policy implementation and community support. Recommendations include focused interventions like sexuality education, re-entry policies for young mothers, and community advocacy to change cultural views. By exposing the educational impact of teenage pregnancy, this research aims to guide policy and encourage strategies that help girls finish their education and escape the cycle of poverty.
Kamsilawati Kamlun, Suyansah Swanto, Wardatul Akmam Din
This study examines the aesthetic transaction between Malaysian TESL student teachers (N=20) and English literary texts, focusing on self-involvement and literary judgment as manifestations of aesthetic reading. Grounded in Rosenblatt's transactional theory, the research employed a mixed-methods approach combining the Literary Response Questionnaire (LRQ) with qualitative analysis of written responses to a culturally resonant Malaysian short story. Findings revealed that student teachers demonstrated strong aesthetic reading orientations, with Literary Judgment (28%) and Self-Involvement (19%) emerging as significant response types. Literary Judgment responses showed participants' capacity to recognise and appreciate stylistic features, particularly foregrounded language devices. Self-Involvement responses reflected emotional projection and personal connections, drawing on culturally familiar themes, especially family relationships and loss. The study validates the importance of culturally resonant texts in L2 literature pedagogy and highlights the pedagogical value of validating both evaluative and emotional reading responses in TESL teacher education.
Gabriel Esakpaide
This study examines the confidence-competence paradox in Nigerian secondary physics education, where student self-efficacy and academic achievement are systematically decoupled. A quantitative cross-sectional design was employed with a sample of Senior Secondary School (SS2 and SS3) physics students drawn from 12 schools in Delta State, Nigeria (N = 176; Mage = 16.2 years, SD = 0.9). The Physics Self-Efficacy Questionnaire (PSE-Q) and a researcher-developed Physics Achievement Test (PAT) served as primary instruments. Pearson correlation analysis revealed a near-zero, statistically non-significant association between efficacy and performance (r = .046, p = .549), departing markedly from international benchmarks of r = .33 to .52. Hierarchical multiple regression demonstrated that environmental factors (infrastructure and classroom climate) and instructional practices together accounted for 52.2% of the variance in self-efficacy (R² = .337 for Block 1; ΔR² = .185 for Block 2), yet these same domains accounted for only 15.6% of variance in achievement (R² = .089 for Block 1; ΔR² = .067 for Block 2), and teacher-centered instruction was associated with reduced rather than enhanced performance. No significant sex differences were observed (p = .599). The findings are interpreted through a Three-Stage Competence-Translation Model, which extends Social Cognitive Theory to resource-constrained, non-Western educational contexts. Implications for pedagogy, infrastructure investment, and national science education policy in Nigeria are discussed.
Dr. Amela T. Cayabyab, Rubelyn Soriano-Fagel
This study examined the extent to which traditional Filipino values—specifically Bayanihan (community cooperation), Pakikisama (social harmony), Utang na loob (debt of gratitude), and Hiya (sense of propriety)—were practiced across four generational cohorts (Baby Boomers, Generation X, Generation Y, and Generation Z) in the Municipality of Tayug, Pangasinan, Philippines. A descriptive-comparative research design was employed with 421 respondents. CHAID classification tree analysis and MANOVA were used to identify socio-demographic predictors and assess generational differences. Results revealed that Bayanihan experienced the most pronounced generational decline, with Baby Boomers showing significantly stronger practice than younger cohorts. Utang na loob exhibited moderate generational differences, while Pakikisama and Hiya demonstrated remarkable resilience across all cohorts. Multivariate analysis (Pillai's Trace = 0.120, F(4, 414) = 4.334, p = .000) confirmed a statistically significant overall effect of generational cohort on the combined practice of traditional Filipino values. Among socio-demographic predictors, only generational cohort and religion emerged as statistically significant. These findings indicate that while some traditional Filipino values are being reinterpreted rather than abandoned—particularly among Generation Z, who express bayanihan digitally and pakikisama online—others, especially bayanihan, are experiencing genuine generational decline. A Values Revitalization Program is proposed to sustain these cultural practices within academic institutions, communities, and across generational groups.
Gitogo, I. G, Mureithi, L. W, Nyambura, R
This study investigates the prevalence of non-heteronormative identities and the associated stigma experienced by undergraduate students at Laikipia University, Kenya. Amidst a contested legal and social landscape, this research provides critical empirical data on a "hidden" student population. Grounded in Minority Stress Theory and Social Identity Theory, the study utilized a descriptive survey design with snowball sampling to recruit 194 undergraduate students. Findings indicate that while 91.7% of respondents identify as heterosexual, a significant minority (8.3%) identify as lesbian, gay, bisexual, or other non-heterosexual identities. The study reveals a hostile campus climate characterized by high rates of verbal harassment (87.6%) and instances of physical assault in off-campus housing. Crucially, data on identity management shows a sharp disparity in disclosure: students are significantly more likely to be "out" to peers than to family members, reflecting a strategic response to the threat of rejection. The paper concludes that "institutional silence" exacerbates minority stress and recommends the implementation of explicit anti-discrimination policies, safe zones, and inclusive curriculum reforms to align university practice with the constitutional mandate of non-discrimination.
Azmi Al Bahij, Haffadah Dwi Widad
This article is derived from a master’s thesis examining the effect of the Rumah Pendidikan digital platform on students’ digital literacy and ecological literacy in Integrated Natural and Social Sciences (IPAS) learning at the primary school level. The study aimed to determine both partial and simultaneous effects of the platform’s utilization on students’ digital and ecological literacy competencies. A quantitative approach with a quasiexperimental posttest-only control group design was employed. The research was conducted at SD Negeri Serua 03 Depok, Indonesia, involving 66 fifth-grade students divided into experimental and control groups. Data were collected using validated digital literacy and ecological literacy tests and questionnaires. Statistical analyses were performed using SPSS 26, including descriptive statistics, assumption tests, Independent Samples t-Test, and multivariate analysis of variance (MANOVA). The results indicated that students in the experimental group achieved significantly higher digital literacy scores than those in the control group (t = 8.080, p < 0.05). Furthermore, MANOVA results revealed a significant simultaneous effect of Rumah Pendidikan platform utilization on both digital and ecological literacy (p < 0.05). The study concludes that integrating the Rumah Pendidikan platform into IPAS learning is effective in enhancing students’ digital and ecological literacy, supporting the development of 21st-century competencies.
Othman Hamza Abufares Alajurni
This study investigates the effect of the Grammar Translation Method (GTM) on the development of communicative competence among Libyan secondary school students. Despite global shifts toward communicative and skills-based approaches in English language teaching, many Libyan schools continue to rely heavily on GTM. The study employs a mixed-methods design incorporating speaking performance tasks and a student perception questionnaire. The participants were 45 third-year secondary students from two public schools in Msallata city: Rabia Al-Adawya Secondary School for Girls and Othman Al-Gezany Secondary School for Boys. Data analysis revealed that while students demonstrated relatively strong grammatical accuracy, their fluency, interaction, and overall communicative competence were limited. Questionnaire findings further indicated students’ dissatisfaction with the lack of speaking opportunities and their strong dependence on translation. The study concludes that GTM contributes to grammatical knowledge but fails to adequately develop communicative competence. Pedagogical implications and recommendations for integrating communicative practices into Libyan EFL classrooms are discussed.
M. Sulthon Masyhud, Niswatul Imsiyah, Rochmatul Hasanah, Zakiyah Tasnim
This study aims to determine whether there are differences in the effects of the Inquiry learning model assisted by Genially, the Inquiry learning model assisted by Canva, and the pure Inquiry model on students’ motivation and learning outcomes in the narrative text material for Grade IX students of MTs At Thohiriyah. The design used in this study was a quasi-experimental design with a Non-Equivalent Group Design pattern. This study involved three classes as research subjects, each of which received a different treatment. The first class used the Inquiry model assisted by Genially, the second class used the Inquiry model assisted by Canva, and the third class used the pure Inquiry model. Before the treatments were given, the three classes were tested for homogeneity and found to meet the required level of homogeneity. Data were collected using a learning outcome test and an ARCS-model motivation questionnaire, supported by additional documentation. After all data were collected, they were analyzed using a one-way ANOVA technique. The ANOVA results showed significant differences among the three learning models in both motivation and learning outcomes. The relative effectiveness test indicates that Canva was the most effective in increasing learning motivation, while Genially was the most effective in improving learning outcomes.
Apichart Jai-aree, Kanitha Chaowatthanakun
The research aimed to 1) study the student teachers’ level of perception relating to the Bio-Circular-Green (BCG) economy model in Thailand, 2) analyze the factors influencing the perception of the BCG economy model, and 3) synthesis the principles to promote the perception of the BCG economy model. The research used a mixed method. The quantitative sample was 500 student teachers who collected the data by a questionnaire. Descriptive statistics and stepwise multiple regression analyzed the data. In addition, the qualitative data were collected through focus group discussions with 15 participants, such as course coordinators and lecturers, student teachers, and experts in driving the BCG economy model. The qualitative data were analyzed through content analysis. The research results found that 1) the level of perception of the BCG economy model was at a high level overall. Especially, the three main perceptions (basic concepts, vision and strategic goals, and driven strategies) were at a high level. 2) According to the stepwise multiple regression analysis, the six factors that predicted the perception of the BCG economy model at a significant level of .05 were family support, institute administrators, lecturers, interaction of lecturers and students, extracurricular activities, and role models of prominent figures. It explained that the variance of perception was 58.2 percent (R² = .582). 3) The principal's encouragement included family support through activities; interaction of lecturer and student based on the Constructivism and Social Learning Approaches; integration of the BCG economy model in curriculum and project-based and problem-based learning processes; environmental development in the university to permit the environmental learning; organizing extracurricular activities in participation; and using lecture and administrators as practical role models in driving BCG economy model. The results reflected that the perception encouragement of the BCG economy model among student teachers requires holistic integration of all sectors to strengthen teachers' role models in sustainable development
Abdulaziz Hadi Ibrahim, Abubakar Baguda Sulaiman, Junaidu Sarki, Shamsudeen Nasiru Shehu, Umar Aliyu, Zubairu Umar
Nigeria has an estimated 10.5 million out-of-school children, the highest of any country, with the majority in the northern region. While considerable research exists on why children never enroll, less is known about why those who do enroll eventually drop out. This study investigated school-level and community-level factors perceived by teachers as drivers of primary school dropout in Gwadabawa Educational Zone, Sokoto State, one of Nigeria’s most disadvantaged areas. A cross-sectional survey of 316 primary school teachers across 21 schools was conducted using a validated 20-item questionnaire (Cronbach’s α = 0.865 for the dropout scale). Teachers rated their agreement with statements about school-based factors (teacher absenteeism, supervision quality, instructional materials, corporal punishment) and community-based factors (school distance, early marriage, poverty). Enrollment and retention data from school registers were also analyzed. Pearson correlations and t tests were used to examine relationships. Teacher absenteeism was the most strongly perceived driver of dropout (89.5% agreement; mean = 3.50/4.00), followed by irregular teacher attendance (87.0%; mean = 3.39) and poor supervision (86.7%; mean = 3.34). Corporal punishment received the lowest rating among dropout factors (64.9% agreement; mean = 2.81). A strong positive correlation was found between school-based factors and dropout (r = 0.830, p < 0.001), while early marriage showed strong negative correlations with both enrollment (r = -0.774, p = 0.029) and retention (r = -0.651, p = 0.023). No significant gender differences in perceptions were observed (t = 0.220, p = 0.826). The findings suggest that primary school dropout in rural northern Nigeria is driven more by school-based failures—particularly teacher absenteeism and poor supervision—than by household factors. Addressing dropout requires improving teacher accountability and school functioning while simultaneously engaging communities on issues such as early marriage.
Tong Thanh Thuy
AI-based Learning Feedback (AIF) is increasingly used to improve academic writing in higher education; nonetheless, the relationships among AIF, writing competency, and learner autonomy are not yet sufficiently clarified. This study aims to examine the relationship between AI-based Learning Feedback (AIF) and Academic Writing Competence (AWC) and Learner Autonomy (LA) via two mediating processes of self-regulated learning: metacognitive self-regulation (MSR) and strategic motivational regulation (SMR). This study used a cross-sectional, quantitative survey method, involving 350 university students who were enrolled in academic writing courses. Data were collected using a 5-point Likert scale questionnaire, which assessed 27 observable characteristics; the data were then analyzed using the PLS-SEM method. The results showed that AI feedback (AIF) didn't directly affect academic writing competence (AWC) and learning autonomy (LA). In contrast, its effect was indirect, working through metacognitive self-regulation (MSR) and self-motivation regulation (SMR). These findings clarify the role of self-regulated learning as a mediator in the context of AI feedback, which has important implications for the design of AI feedback systems. Furthermore, the key purpose of these systems is to support learners advance as more effective writers and more independent in higher education.
Najdah Binti Abd Aziz, Siti Nadzirah Aini Binti Mohd Shuhaimi, Syahrul Hezrin Bin Mahmud
Remote working or working from home (WFH) refers to employees performing their tasks from home or any location outside the traditional office. WFH is mostly related to work environment (WE) which encompasses the surrounding of how well someone performs in their job. It is enabled by modern technology such as the Internet, mobile networks, and video conferencing tools. This concept, also known as telecommuting or remote work, allows for flexibility in work hours and locations, which can lead to significant changes in how employees interact with their work and employers. Among the sectors significantly affected is higher education, where academic staff have been required to adapt to remote work and online teaching, leading to a range of emotions from apprehension to optimism. Alongside this transition, the need to acquire new competencies and upskills has emerged, presenting additional challenges that must be addressed. Utilizing a quantitative research design, data were collected from 220 academicians from Politeknik Mukah and UiTM Mukah represented samples in this study. A Statistical Package for Social Sciences (SPSS) version 27 was employed to examine all collected data and test the hypotheses. The WFH and WE were analyzed for its impact on job performance using regression analysis. At the same time, Mean differences in working from home and work environment were analyzed using a t-test. Based on the result, it reveals there has positive impact of WFH on academicians’ job performance in a moderate relationship. Meanwhile WE also have positive impact on academicians’ job performance but a weak relationship. This finding will assist the Ministry of Education generally and higher academic institutions specifically in taking actions and restructure the mode of teaching among the academicians.
Nguyen Duy Chuc
In the context of increasing competition and rapid digital transformation, organizations require effective strategic management tools to align organizational activities with long-term objectives. The Balanced Scorecard (BSC) has emerged as one of the most widely adopted strategic performance management systems globally. However, the success of BSC implementation often depends on leadership capabilities and organizational context. This study investigates the impact of transformational leadership on the effectiveness of Balanced Scorecard implementation in Vietnamese enterprises. Using survey data collected from 420 managers and employees from businesses in Hanoi and neighboring provinces (Bac Ninh, Hung Yen, Phu Thọ, and Ninh Binh), the study employs Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4 to examine the relationships among transformational leadership dimensions and BSC implementation effectiveness. Transformational leadership is measured through four dimensions: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. BSC implementation effectiveness is evaluated across four perspectives: financial performance, customer perspective, internal process efficiency, and learning and growth. The empirical results indicate that transformational leadership significantly enhances BSC implementation effectiveness through improved strategic alignment, organizational learning, and employee engagement. Among the leadership dimensions, inspirational motivation and intellectual stimulation demonstrate the strongest influence on BSC outcomes. The findings contribute to leadership and strategic management literature by integrating leadership theory with strategic performance management frameworks in emerging economies. Practical implications suggest that Vietnamese enterprises should strengthen transformational leadership capabilities to maximize the strategic benefits of BSC implementation. The study also provides policy and managerial recommendations for improving leadership development and strategic performance systems in Vietnamese firms.
Argyroula Petrou, Eleni Kakogianni, Konstantinos Kostalias, Maria Tarali
Migration has profoundly transformed the educational landscape of Greece over recent decades, resulting in increasing linguistic, cultural, and social diversity within secondary education. Students with a migration background frequently encounter multiple and intersecting challenges, including limited proficiency in the language of instruction, socio-economic disadvantage, disrupted educational trajectories, and insufficient institutional support. Consequently, Greek secondary schools are required to address not only academic learning but also broader issues of inclusion, equity, and social cohesion.
Akmal Fatkhurrozi, Anik Ghufron
This study aims to examine the specific effects of leadership, organizational culture, and work motivation on teacher performance. The objective is to identify which factors predominantly drive educational quality in public junior high schools in Ngaglik District, Yogyakarta. The methodology employed a quantitative ex post facto design. Data were collected from a census of 118 teachers using structured questionnaires. The analysis utilized multiple linear regression via SPSS version 26.0. The results indicate that leadership (sig = 0.000) and organizational culture (sig = 0.000) significantly improve teacher performance. Conversely, work motivation does not show a significant independent effect (sig = 0.098). Collectively, these variables account for 51% of the performance variance. The study concludes that systemic external factors currently overshadow internal motivation in driving teacher performance. Future studies should incorporate qualitative methods, such as interviews, and expand the geographical scope to validate these findings across different cultural and demographic contexts.
Zhao Bei
Driven by globalization, migration, and digital transformation, the concept of citizenship has undergone significant reconfiguration, prompting education systems to shift from knowledge transmission toward the cultivation of democratic competences and social integration. This study aims to examine the institutional evolution and underlying logics of citizenship education in Italy since 1958, and to explain how policy reforms have responded to changing political and social pressures. Using Italy as a single case study, the research adopts a historical-institutionalist approach and integrates insights from institutional change theory, multicultural education theory, and citizenship theory. The analysis is structured around three analytical dimensions: policy drivers, curriculum structures, and governance logics. Drawing on legislative documents, ministerial guidelines, and secondary historical analyses, the study reconstructs a five-stage developmental trajectory of citizenship education. The findings identify a pattern characterized by both path dependence and episodic institutional recalibration. Citizenship education evolved from postwar moral reconstruction and “defensive democracy,” through phases of depoliticization and curricular marginalization in the 1980s and 1990s, to gradual Europeanization and formal curricular consolidation under Law No. 169 of 30 October 2008. A more explicit phase of state re-centralization emerged following Law No. 92 of 20 August 2019, marking a shift toward a competence-oriented and nationally coordinated framework. The study concludes that citizenship education in Italy has transformed from a loosely defined normative subject into a structured governance instrument aimed at reinforcing democratic cohesion amid pluralism and political distrust. The Italian case offers comparative insights into how contemporary democracies recalibrate citizenship education to address identity tensions, social diversity, and democratic fragility.
Bobomurodov Surush Bahovidinovich, Bobozoda Isvalikhon, Normurodov Shukhrat Akmal Ugli
Serving as a critical bridge between theoretical pedagogical knowledge and in-class instructional practice, pre-service teacher training faces persistent theory-practice disconnection across resource-limited educational settings in post-Soviet nations, with Tajikistan being a typical representative context. Structured classroom observation stands out as a low-cost, highly practical practicum intervention that effectively fosters professional growth among novice language educators. Adopting a mixed-methods single-case research design and grounded in sociocultural learning and reflective practice frameworks, this study targets pre-service EFL educators, school-based mentor instructors, and institutional teacher trainers within Tajikistani tertiary teacher education systems. Over a 12-week multi-stage intervention integrating mentor-guided classroom observation, reciprocal peer observation, and video-assisted reflective observation, the research gathers multidimensional empirical data through classroom observational checklists, lesson recordings, semi-structured and stimulated recall interviews, practicum reflection logs, group discussions, and standardized questionnaires. This investigation first maps the prevailing features and structural drawbacks of local observational practicum practices. It further explores how cognitive, social, and institutional factors mediate observational learning, documents novice EFL teachers’ personal experiences and tangible instructional improvements brought by systematic observation, and identifies contextual advantages and barriers affecting intervention efficiency and long-term sustainability. Empirical findings demonstrate that contextually adapted structured observation enables student teachers to sharpen their classroom noticing competencies, build consistent reflective thinking habits, optimize instructional design and classroom management, and strengthen professional teaching confidence. By filling empirical research gaps regarding EFL practicum supervision within Central Asian post-Soviet low-resource contexts, this study delivers actionable, budget-friendly operational strategies and policy insights to enhance pre-service language teacher training across comparable under-resourced educational environments worldwide.
Arnemie N. Budiongan
Poor science teaching competence is a problem in education. The effect of teacher professional development as moderator on the correlation between teaching knowledge and science teaching competence was verified. Using predictive research design and analyzing the 158 surveyed data from selected teachers using moderated regression analysis, results revealed teacher professional development, teaching knowledge, and science teaching competence are all significantly correlated. However, the study further demonstrates that there is no significant interaction effect between teaching knowledge and professional development on science teaching competence. Despite this lack of a conditional interaction, the overall model confirms a significant moderation by teachers’ professional development on the relationship between teaching knowledge and science teaching competence. Future studies may explore additional variables to explain the remaining 32% variance in the strength of the moderation. Finally, educational leaders may implement and strengthen programs that enhance the teaching knowledge and science teaching competence
Balvinder Kaur Khalsa, Iylia Dayana Shamsudin
This study intends to identify the need for a professional development (PD) program among in-service early childhood education (ECE) teachers in creating digital storybooks. This study employs an explanatory sequential design, also known as a mixed-methods research design. In the first phase, the survey questionnaires were sent to 118 in-service ECE teachers who teach preschoolers. In the second phase, a semi-structured interview was conducted with teachers to understand their response in the first phase and whether PD is needed for them. The findings showed that teachers are aware of digital storybooks, with 68.7% preferring to use digital storybooks to teach stories, 69.5% to teach literacy and 60.2% to teach science and mathematics. Qualitatively, these preferences were understood when teachers revealed during the interview that the digital storybooks tend to engage preschoolers in the lesson, encouraging self-learning and increasing parental involvement. It was observed that 89 (75.4%) of the teachers have not used any web-based tool to create digital storybooks. This led to the next finding, which demonstrated that 94.1% of ECE teachers revealed that they need PD to create digital storybooks. Teachers believed that PD would increase their confidence to learn new skills, foster digital skills, and improve teaching & learning strategies. This study implies that a training program for creating digital storybooks is essential to enhance the level of PD, and it should be implemented without hindrances.
Junita Patrick, Mohd Norazmi Nordin, Salleh Amat
The Primary School Alternative Assessment (PAPR) is a significant move by the Ministry of Education Malaysia (MOE), which intends to measure the abilities of students with special needs (SEN) in a comprehensive and impactful way. This research is about examining how special education teachers interpret the process of evidence management during the conducting of PAPR in the Padawan district, Sarawak. By means of a qualitative case study approach, the researchers interviewed semi-structured six special education teachers. They were the ones who had direct involvement in the implementation of PAPR. The researchers followed Braun & Clark's (2006) thematic analysis model in doing the data analysis. The results indicate that teachers' perceptions of evidence management, the provision of social support from school administrators and other colleagues as well as teachers' beliefs about behavioral control are some of the major factors that influence the degree to which evidence management can be implemented effectively. Besides, the availability of professional development opportunities, the availability of technology and the use of the MyALT app are some of the factors that also have a positive impact on a teacher's ability to collect and evaluate evidence. The findings of this study will be instrumental in raising the capacity of special education teachers and the gradual strengthening of inclusive and effective alternative assessment practices at the primary school level.
Harley John Paul F. Ramos
Successful integration of Artificial Intelligence (AI) in science education depends largely on teachers’ readiness to effectively utilize emerging technologies in their instructional practices. Artificial Intelligence (AI) is the term used for systems that can learn from data, do tasks, and act like humans when it comes to reasoning, problem-solving, and making decisions. In this context, teachers' readiness includes teachers' perceived competence, resource accessibility, professional development and training, attitudes toward AI integration, and perceived barriers. This study sought to assess the preparedness of science educators at a private higher education institution in Bayombong, Nueva Vizcaya, for the integration of artificial intelligence in science instruction. Specifically, it examined their demographic profile, level of readiness across key dimensions, perceived barriers and challenges, differences when grouped by profile variables, and the relationship between readiness and perceived barriers. A quantitative descriptive-correlational research design was utilized, employing an adapted and validated questionnaire based on the Technology Acceptance Model (TAM). The study was conducted at a private higher education institution in Bayombong, Nueva Vizcaya, with the participation of 32 science educators. The data were analyzed using mean, standard deviation, t-test, ANOVA, Pearson correlation, and regression analysis. The results showed that teachers were somewhat ready, had mostly positive attitudes toward AI, and thought they were competent enough. Resource availability and professional development were somewhat accessible; however, significant obstacles, including time limitations, data privacy issues, and ambiguous institutional policies, were recognized. There were no significant differences when the groups were grouped by sex, but age and years of teaching experience had a significant effect on readiness and perceived barriers. There was also a strong negative correlation between readiness and perceived barriers. The study concludes that teachers are willing to use AI, but to make it work better in science education, they need more training, resources, and policy changes.
Nworie Polycarp Chibueze
Religion plays an ambivalent yet powerful role in conflict dynamics, functioning both as a source of division and as a resource for peacebuilding. While existing scholarship has examined the political and ethnic dimensions of the Biafran agitation in Nigeria, limited attention has been given to religion as an institutional and moral actor in conflict resolution processes. This study examines the role of religion in conflict resolution with particular focus on the contemporary Biafran agitation. Using a qualitative, interpretive methodology grounded in peacebuilding theory and document analysis, the paper explores how religious institutions and discourses shape narratives of justice, legitimacy, and reconciliation. Special attention is given to the continued detention of Nnamdi Kanu and the perceived double standards in state responses to agitation, analyzing their implications for trust, governance, and peacebuilding. The study argues that religion, when engaged as a mediating moral force rather than a mobilizing ideology, offers significant potential for conflict transformation and sustainable peace in Nigeria.
Dr.Shrishail Hatti, Ramesh Jadhav
This article examines the substantial contribution of the Goods and Services Tax (GST) to the Government of India's revenue collection, with a specific focus on Karnataka state. Since its implementation in 2017, GST has simplified India's indirect tax structure and consistently increased revenue collection. Karnataka, a major contributor to GST revenue, has seen significant growth in its contribution, driven by key sectors such as manufacturing, IT, and services. This article analyzes the benefits of GST in Karnataka, including a simplified tax structure, increased revenue, and economic growth. With GST continuing to evolve, this study highlights its importance in boosting revenue collection and economic development in Karnataka and India. The Goods and Services Tax (GST) was introduced in India on July 1, 2017, with the aim of simplifying the country's indirect tax structure. Since its implementation, GST has made a substantial contribution to the Government of India's (GOI) revenue collection. This article will explore the contribution of GST to the GOI, with a special emphasis on Karnataka state. GST has been a game-changer for the GOI's revenue collection. According to the Ministry of Finance, GST revenue has consistently increased over the years, with a total collection of over ₹1.4 lakh crore in the financial year 2022-23. This represents a significant growth of 24% compared to the previous year
Chukwuemeka Kalu Ukoji, Cornelius Ekene Odoh, Samuel Ajah Okorie, Sunday Uta Kalu, Yuel Okey Kalu
The study investigated the integration of virtual constructor technologies as pedagogical tools for enhancing experiential learning among building technology students in Nigerian tertiary institutions. The research pursued three objectives: identifying the major software applications necessary for experiential learning, determining effective strategies for their acquisition and implementation, and examining their impact on student learning outcomes. A survey research design was employed. The study population comprised 65 building technology lecturers from federal polytechnics in Nigeria. A structured questionnaire, developed from a literature review and validated by experts, was administered to the respondents. The instrument achieved a Cronbach's alpha reliability coefficient of 0.86. Data analysis utilized mean ratings for research questions and a t-test for hypothesis testing at the 0.05 significance level. The study identified a hierarchical taxonomy of software essential for comprehensive experiential learning, including Autodesk Revit with BIM 360 integration and ArchiCAD /SimPro software for design, Navisworks Manage for 4D sequencing, and Synchro Pro and Revizto for time-based construction planning. The study reveals that effective acquisition of this software requires strategic institutional investment in hardware, adoption of cloud-based educational licensing and open sourcing of hardware by students, and structured curriculum integration. The findings further confirmed that these virtual constructor technologies significantly enhance students' practical comprehension and industry preparedness compared to traditional methods. The study recommended that the National Board for Technical Education (NBTE) revise the building technology curriculum benchmarks to mandate the integration of these software applications, specifying minimum competencies for programme accreditation to ensure graduates meet contemporary industry demands.
Mehran Hayat, Nazni Noordin
The landscape of modern conflict has shifted from the traditional battlefield of steel and lead to the invisible digital domains of the mind. In this new era, known as Fifth-Generation Warfare (5GW), the most powerful weapon is no longer a missile but a narrative. Traditional defense mechanisms are often ill-equipped to counter the rapid and viral spread of state-sponsored disinformation. This targets the nation's social and psychological fabric rather than its physical borders. This paper examined how misinformation serves as a core strategic tool in 5GW, specifically focusing on the “Weaponization of truth,” in which facts are distorted to create chaos. Utilizing secondary data analysis, this paper explored cognitive warfare through the lens of two modern case studies: the high-stakes tensions between Iran and Israel and the long-standing rivalry between India and Pakistan. By analyzing these conflicts, this paper demonstrated how propaganda is used to manipulate public perception and trigger political instability. The findings highlight the urgent need for “cognitive security” frameworks, new ways for societies to protect themselves in an age of post-truth geopolitics. Ultimately, this paper argues that understanding the psychological impact of digital lies is essential for maintaining peace in a hyper-connected world
Kieu Van Tien, Nguyen Duy Chuc, Nguyen Hoang Yen Nhi, Nguyen Ngoc Anh
Purpose: This study examines the role of transformational leadership in promoting employee green behavior (EGB) in small and medium-sized enterprises (SMEs), with particular emphasis on the underlying organizational mechanisms and contextual conditions. Specifically, it investigates the mediating roles of green business strategy (GBS) and organizational support (OS), as well as the moderating effect of barriers to green implementation (BF). Design/methodology/approach: A quantitative research design was employed using survey data collected from 280 employees working in manufacturing SMEs in Hanoi and surrounding provinces in Vietnam. The proposed research model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4, following a two-stage approach involving measurement and structural model assessment. Bootstrapping with 5,000 resamples was used to evaluate the significance of the hypothesized relationships. Findings: The results reveal that transformational leadership influences EGB primarily through indirect mechanisms. Among its dimensions, idealized influence and inspirational motivation significantly enhance GBS, whereas intellectual stimulation and individualized consideration do not show significant effects. GBS and OS both exert positive and significant effects on EGB, with GBS emerging as the strongest predictor. Mediation analysis confirms that GBS and OS serve as complementary pathways linking leadership to behavior. However, the moderating effect of BF is not supported, suggesting that perceived barriers do not significantly weaken the impact of GBS on EGB. Practical implications: The findings highlight the importance of visionary leadership, strategic alignment, and organizational support systems in driving green transformation in SMEs. Managers are encouraged to develop clear sustainability strategies and invest in supportive infrastructures to translate leadership intent into employee action. Originality/value: This study contributes to the literature by providing a multi-level and mechanism-based perspective on green transformation. It extends transformational leadership theory by identifying dimension-specific effects, introduces a dual mediation framework, and challenges the assumed role of barriers in shaping sustainability outcomes, particularly in emerging economy contexts.
Bello Alhassan, Ndanusa Mohammed Manzuma-Ndaaba
The world of digital technology has transformed the economy at a very high rate leaving the youth with opportunities and threats. This paper will examine how digital entrepreneurship can be used as a revolutionary instrument to empower youths and as a strategic measure of curbing cybercrime. The research is based on the Social Cognitive Theory (Bandura, 1986), which proposes that offering the youth with digital skills, positive surroundings, and entrepreneurship knowledge will stimulate them to participate in productive activities instead of participating in unlawful online practices. The literature review reveals a research gap: although the entrepreneurship studies are on the increase, not many studies have explicitly determined the relationship between digital entrepreneurship and cybercrime prevention among the youths in the developing countries, especially in Nigeria. The study design was a descriptive survey where the structured questionnaires were issued to 320 respondents, 287 (89.7) of whom were eligible. Regression and descriptive statistics were used to analyze the data. Findings indicate that digital entrepreneurship positively affects the youth empowerment (r = 0.61, p < 0.01) and innovation/job creation (r = 0.56, p < 0.01) and negatively on cyber-risk involvement (r = -0.42, p < 0.05). The availability of training, mentorship, and internet connectivity were also important factors that affected the level of participation. The paper concludes that besides making youths more empowered, digital entrepreneurship can also act as a preventive measure to cybercrime because the potential threats are converted into legitimate opportunities. Such recommendations as digital skills training expansion, better investments and infrastructure, development of mentorship networks, and the incorporation of cyber-ethics in the curriculum of entrepreneurship are offered to ensure sustainable youth growth and digital inclusion.
Othman Zainon
Transforming STEM pedagogy from theoretical education to substantive learning continues to pose a problem, especially in underfunded institutions. This study looks at a hands-on learning method used in an astronomy curriculum to address poor understanding and low student interest in STEM subjects. The study aimed to evaluate the effectiveness of direct celestial observation in enhancing STEM understanding. A descriptive pre–post approach was utilized, employing structured questionnaires delivered before to and during a university-school outreach intervention that included guided telescope viewing and incorporated STEM activities. The data were analyzed utilizing frequency and percentage metrics. The results demonstrate significant enhancements in students' comprehension of STEM subjects after engaging in the program, implying the potential efficacy of observation-based learning in a rural educational setting. The research finds that observation-based astronomy education is an excellent teaching technique for improving STEM education in rural and resource-constrained environments.
Maria Gina G. Cejuela
"Kyrie eleison," the Greek phrase meaning "Lord, have mercy," forms part of the Roman Mass's introductory rite, immediately following the Act of Penitence (Confiteor). It might seem like a plea for forgiveness amid sinfulness, yet the late-fourth-century account of pilgrim nun Egeria suggests a broader invocation of God's gracious mercy. This paper explores the term's evolution—from its post-Confiteor role in the Mass—to its potential reintroduction as a versatile prayer in multicultural contexts and everyday life. It can express joy, a cry amid calamities and war, poverty, or seek forgiveness. In the era of digital transformation, the paper argues that humanity—across beliefs and cultures—must adapt to rapid change while upholding core ideals: humility before a Higher Power for mercy, and openness to dialogue for sustainable progress. Employing textual analysis, this study clarifies misconceptions, identifies universal elements in "Kyrie eleison" resonant with diverse faith traditions, and proposes a supplicatory understanding that dialogues with other cultures and fosters a resilient, innovative society.
Dr. Jane Kinuthia, Dr. Perminus Githui
This paper explores the intertwined dynamics of impostor syndrome and identity among graduate students in Kenya, with a view to determining whether an understanding of these fundamental realities would serve as a remedy to the multifaceted challenges faced by students pursuing higher education. Drawing on responses to an exploratory survey among purposively selected Master’s and PhD students who are pursuing Social Science fields of study, data that was collected revealed how feelings of inadequacy, self-doubt, and alienation are exacerbated by socio-economic, gendered, and institutional positionalities. Anchored in intersectionality, social identity, and critical pedagogy perspectives, the analysis underscores how students’ identities mediate their academic self-concept. While impostor syndrome is often conceptualized and analyzed in individualistic terms, this paper examines it as a social and structural construct. Findings suggest that positionality awareness and critical reflexivity has ability to empower students for reframing of academic journeys with a view to advocating for more inclusive and supportive learning environments. The paper concludes with recommendations for institutional reforms, the need for mentorship, and mental health interventions that are culturally and contextually grounded.
Anuar bin Sopian
This study examines the linguistic thought of ʿAlī ibn Ḥamzah al-Kisāʾī, a prominent figure of the Kufan school of grammar and one of the canonical imams of the mutawātir Qur’anic qirāʾāt, with the aim of reconstructing his conceptual and methodological approach to classical Arabic. The focus of the study lies in the interaction between the grammatical principles of the Kufan school developed by al-Kisāʾī and their application in the Qur’anic qirāʾāt, including phonological, syntactic, and morphological dimensions. Through an analysis of classical texts, grammatical manuscripts, and contemporary studies, this research finds that al-Kisāʾī’s approach emphasizes the use of spoken Arabic, tribal dialects, and authentic transmissions from Bedouin Arabs as foundational sources for the formulation of grammatical rules and variations in Qur’anic recitation. The study demonstrates that al-Kisāʾī’s intellectual contribution was not merely the systematic development of grammatical theory, but also the construction of an integrative model that bridges linguistics and qirāʾāt, which remains relevant for modern Arabic linguistic studies. In conclusion, the reconstruction of al-Kisāʾī’s thought provides new insights into the relationship between Kufan grammatical theory and the practice of qirāʾāt, while reaffirming his significant contribution to the Islamic linguistic tradition.
Sarah Jane Del Mundo Cagang - Pia
This descriptive qualitative study examined the moral reasoning of public junior high school students in the Division of Digos City, Davao Region. Its purpose was to explore how students approach ethical dilemmas and perceive their role in moral decision-making, identifying key influences such as peers, family, school, and digital exposure on their moral development. Data were gathered through in-depth interviews and focus group discussions using a semi-structured interview guide. Four essential themes were extracted as regards the influences on moral reasoning: Family as the Primary Moral Architect, School as the Reinforcing Structure, Faith as a Spiritual Compass, and Peers as a Double-Edged Sword. Added on the role of moral reasoning in shaping decision making in day-to-day interactions, three essential themes emerged: Prosocial Application, Moral Resilience, and Navigating Moral Dilemmas. Three essential themes emerged as regards the insights of public junior high school students on moral reasoning: Moral Learning Through Experience, Internalizing Moral Judgment, and Moral Strength Emerging from Adversity. The findings further showed that moral understanding deepens through personal experience and consequence, evolving from external rules to an internalized compass. The results provide valuable insights for designing more effective, context-sensitive values education programs that bridge theoretical instruction with the real-world ethical challenges faced by adolescents.
Rhyan V. Molinar
This study focused on the utilization of Gagne’s Information Processing Model to enhance instructional materials and improve teaching effectiveness in the Teacher and School Curriculum. Using a descriptive-developmental-evaluative research method, the study analyzed various instructional materials, including textbooks, workbooks, and teacher-made resources, to assess their effectiveness in promoting student learning. It also examined the strategies employed by teachers, such as formal and informal assessments, portfolio assessments, and project-based assessments, to evaluate student performance. The study further explored the medium used to reinforce students' skills, which included traditional resources and digital tools. Data analysis from pretest-posttest results revealed that students initially scored below the 75 percent mastery level. However, after the introduction of Gagne’s model, there was a significant increase in students' competency levels, with most students exceeding the 75 percent threshold. The study concluded that Gagne’s Information Processing Model played a crucial role in improving students' mastery of the subject. It recommended the broader use of Gagne’s model in educational settings and suggested further studies to explore its potential in different teaching contexts.
Emma Cristia R. Mayor
This study involved 316 senior high school students drawn from a total population of 1,769 and examined the relationships among self-concept, emotional intelligence, parenting style experience, and interpersonal relationship skills. A stratified random sampling technique was employed to ensure fair representation across the participating private schools. Data were collected using a researcher-developed questionnaire, which demonstrated excellent reliability with a Cronbach’s alpha of 0.921 based on a pilot test conducted with thirty respondents. The data were analyzed using SPSS, employing descriptive statistics and Pearson’s correlation to determine levels and relationships among the variables. Findings indicated that the majority of students exhibited moderate levels of self-concept, emotional intelligence, parenting style experience, and interpersonal relationship skills. Significant positive relationships were found among these variables, suggesting that students with higher self-concept and emotional intelligence, as well as those who experienced more positive parenting styles, tended to demonstrate stronger interpersonal relationship skills. Notably, significant differences were observed in parenting style experience when grouped by age, and in self-concept and emotional intelligence when grouped by sex.The results highlight the importance of emotional intelligence in fostering adolescents’ interpersonal competence. Based on these findings, the study recommends the implementation of school- and family-based interventions aimed at strengthening students’ emotional awareness, self-esteem, and parental support to further enhance their interpersonal relationships.
Roel E. Lasalita
Mathematics education has increasingly emphasized student-centered and inclusive instructional practices that promote critical thinking, problem-solving, and meaningful learning. In this context, teachers play a vital role in translating these principles into effective classroom instruction. This study explored the instructional experiences, challenges, and adaptive strategies of Senior High School Mathematics teachers at Kananga National High School–Senior High School during the School Year 2025–2026. Using a phenomenological research design, the study aimed to capture teachers' lived experiences of implementing their instructional methods in real classroom settings. Three Senior High School Mathematics teachers were selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s six-phase thematic analysis. The findings revealed three major dimensions of teachers’ instructional practice: experiences, challenges, and adaptations. Teachers reported diverse learner needs, the importance of student-centered instruction, effective communication, and differentiated strategies as key aspects of their teaching experience. However, they also encountered challenges such as persistent student disengagement, teacher anxiety during lesson delivery or observations, and the complexity of designing inclusive lessons for diverse learners. In response, teachers demonstrated adaptive strategies, including flexible application of strategies, continuous self-development and preparation, and relationship-building with students through empathy and supportive classroom management. The study highlights that effective mathematics instruction extends beyond content knowledge and involves responsiveness, reflective practice, and relational competence. These findings underscore the importance of professional development, institutional support, and teacher preparation programs that strengthen teachers’ capacity to implement adaptive, student-centered teaching practices in diverse Senior High School classrooms.
Alvin M. Nieva
This study examined the predictive influence of teacher self-efficacy on college teaching performance within a hybrid distance education setting. Drawing on Social Cognitive Theory, the research explored how an educator's belief in their capabilities affects professional effectiveness in tech-driven environments. A quantitative, cross-sectional predictive design was employed, involving 47 college professors from a Catholic university in Manila. Data were collected using the Teacher Self-Efficacy Questionnaire and the Evaluation of College Teaching Performance scale. Both instruments demonstrated high reliability, with coefficients exceeding 0.89. Data analysis included descriptive statistics and simple linear regression conducted via JASP. The findings revealed high levels of both teacher self-efficacy (M = 7.47, SD = 0.95) and teaching performance (M = 5.49, SD = 0.44). Regression analysis confirmed that teacher self-efficacy is a significant positive predictor of teaching performance, F(1, 45) = 33.35, p < .001. The model explained 42.6% of the variance in performance (R² = .426), indicating that nearly half of the differences in instructional quality are linked to efficacy beliefs. In conclusion, psychological confidence is as vital as technical proficiency in hybrid education. Educators with high self-efficacy are better equipped to manage virtual classrooms and foster inclusive environments. It is recommended that academic institutions prioritize faculty development programs that foster psychological empowerment. Supporting educator self-belief is essential for enhancing instructional quality and student success in modern digital landscapes.
MAEM., Ramir C. Torreces, EdD, Zandy Ren A. Lafiguera
This study determined the level of work engagement among secondary school teachers in a public schools district in the Philippines. Specifically, it examined the level of work engagement in general and when grouped according to gender, years of teaching experience, and professional position. The study utilized a descriptive research design involving sixty-five (65) junior high school teachers selected through random sampling from three public secondary schools. Data were gathered using the Utrecht Work Engagement Scale (UWES-17) developed by Schaufeli and Bakker (2003). Statistical tools used included mean, standard deviation, Kruskal–Wallis H test, and Welch’s One-Way Analysis of Variance (ANOVA). Findings revealed that secondary school teachers demonstrated a high level of work engagement. Female teachers obtained the highest level of engagement, while all teaching experience and position groups likewise manifested high engagement levels. A significant difference in work engagement was found when teachers were grouped according to gender. However, no significant differences were observed when grouped according to years of teaching experience and teaching position. The findings suggest that teachers generally maintain strong vigor, dedication, and absorption in their work regardless of professional background. The study recommends strengthening supportive school environments and teacher development initiatives to sustain high levels of teacher engagement and professional commitment.