100 Articles
Abdullah Kula Ismail, Norarifah Ali, Suhaiza Hanim Suroya, Suzani Azmin
Generative artificial intelligence (AI) has transformed creative practice, enabling designers to visualise complex ideas through human machine collaboration. Yet, its pedagogical integration within graphic design particularly in advertising image creation remains underdeveloped. This conceptual paper proposes a framework for integrating generative AI into advertising education, aiming to balance technological innovation with human creativity and ethical responsibility. Drawing on constructivist learning theory, the componential model of creativity, and the Technology Acceptance Model, the framework outlines four iterative phases: Concept Formation, AI-Assisted Ideation, Human Refinement, and Critical Evaluation. Each phase is supported by three cross-cutting principles: Ethical Practice, Pedagogical Guidance, and Creative Authenticity. The model positions AI as a cognitive partner that enhances divergent and convergent thinking while preserving human interpretive agency. Discussion of the framework highlights its pedagogical implications for curriculum design, reflective assessment, and educator training. By situating the discourse within global and regional contexts of design education, this study contributes to the evolving scholarship on human-AI collaboration in creative pedagogy. The framework offers a practical and ethical pathway for preparing future-ready designers capable of navigating the hybrid creative ecology of Industry 5.0.
Bernadette D. Mabini, Erna G. Polon, Marissa A. Inocentes., Michael N. Padua, Romnick E. Patao
This research assesses the acceptability, flexibility, and issues of literacy-friendly models of instruction delivery among transferees, returnees, and irregular learners in formal and nonformal education. Through descriptive quantitative research, the researcher gathered data from interviews of senior high school students in Muntinlupa City to quantify the perceived impact of blended learning, instruction practices, and inclusive literacy interventions. Outcomes indicated that blended learning, especially the use of technology tools, was most valued in facilitating literacy acquisition (WM = 3.81). Remedial reading programs (WM = 3.93) and the use of multimedia tools (WM = 3.89) were also valued. Inclusive practices with an emphasis on cooperation among stakeholders (WM = 3.86) and differentiated instruction in the classroom were identified as viable and helpful to deal with learner diversity. Despite these strengths, the research also demonstrated some implementation difficulties. Before these were finite school resources (WM = 4.04), a lack of individualized learning plans and inadequate teacher training in inclusive practice. These hindered the adoption of literacy-supportive approaches, particularly among interrupted educational histories. Nonetheless, there was consensus among participants regarding the overall acceptability of the professionally developed proposed professional development plan that recorded high ratings on clarity, feasibility, and sustainability as measured through average weighted means greater than 4.2. Based on these findings, the research advises increased teacher training on differentiated and inclusive literacy strategies, organizational incorporation of personal learning plans, increased parent-teacher collaboration, and increased access to school materials. The findings validate that although existing literacy interventions are generally successful, these need to be strategically enhanced and sustained in order to address the needs of mobile and marginalized learners. The study offers useful lessons for school leaders, policymakers, and teachers who want to develop responsive and inclusive literacy strategies for the senior high school context in Muntinlupa City.
Ms. Susmita Das, Prof. (Dr.) Prem Shankar Srivastava
India's rapidly changing higher education system with holistic development on teachers to possess both strong competences and subject-matter expertise. Globalization, digitalization, diverse classrooms, and learner-centered pedagogies have increased the demand on teachers to be empathetic, collaborative, and capable of handling conflict in a positive way. This study looks at how important social skills are for teachers in higher education and how they affect student involvement, classroom efficacy, and institutional quality. The study emphasizes the use of skills like active listening, flexibility, cooperation, and constructive criticism in creating welcoming, encouraging, and stimulating learning environments through an extensive analysis of Indian and international literature from the existing research. Results show that instructors with strong social skills have more professional satisfaction, resilience, and adaptability in addition to improving student results and holistic development. In line with the objectives of the National Education Policy (NEP) 2020, the study emphasizes the strategic significance of including social skill development into teacher training and professional development programs in India. All things considered, social skills are essential for producing graduates who are emotionally intelligent, socially conscious, and competitive in the global economy, as well as for enhancing the efficiency and long-term viability of higher education institutions and Teachers.
Dennis M. Paigalan, Dr. Marleonie Bauyot
This systematic review analyzed empirical studies (2015–2025) on the major factors influencing teachers’ job performance in the Philippines and the United States, focusing on leadership, organizational climate, professional development, and cultural adaptation. Across fifty peer-reviewed studies, findings consistently identified leadership as the strongest predictor of job performance, with positive correlations (r/β=.45-.67 PH; .50-.60 US). In the Philippines, transformational and democratic leadership foster collaboration and motivation, while in the U.S., instructional leadership with feedback and coaching enhances performance outcomes. Teacher competence and self-efficacy act as mediators (r/β=.48-.58 PH; .40-.50 US), indicating that confidence transforms leadership influence into measurable results. Organizational climate showed contrasting patterns: supportive environments in the Philippines (r = .50-.55) improved engagement, whereas high accountability stress in the U.S. (β = -.29) decreased satisfaction and retention. Both contexts affirm the critical role of professional development and cultural responsiveness in sustaining motivation and teacher growth. Framework comparisons revealed that the Philippine Professional Standards for Teachers (PPST) emphasize reflective and developmental growth, while the U.S. model values data-based accountability and performance metrics. Despite philosophical contrasts, both systems aim to improve instructional quality. The evidence suggests that combining the PPST’s mentorship-driven framework with the U.S. accountability model can create a balanced system where growth and measurable performance coexist, underscoring that effective leadership, empowerment, and supportive school cultures remain universal foundations for sustaining teacher excellence.
Dr. Rashmi M. Fernando, S.J
Sri Lanka’s forthcoming education reform of 2026 proposes sweeping changes—competency-based curricula, modular learning, digital integration, and vocational pathways—to address inequities and prepare youth for a globalized world. A careful look at the education reforms of the past, however, reveals that structural and curricular adjustments alone cannot effect the desired transformation. Rather, the reforms should be realized within a moral and attitudinal framework if they are to produce changes that endure. Using an interpretive reflection of the author's lived experiences within Sri Lanka's school reality, and validating it against the existing literature, this paper thus attempts to address that gap by introducing a value-based spiral framework of—Attendance, Belongingness, Cleanliness, Discipline, and English (ABCDE), within which the proposed reform agenda should be realized. In so doing, the paper draws on existing research and national data, and aligns the model with wisdom philosophies and education reforms in the East as well as the West, such as Buddhist Noble Eightfold Path (Arya Ashtanga Marga), UNESCO’s 5P project for 2030 (People, Peace, Planet, Prosperity, Participation), and the Ignatian Pedagogical Paradigm (IPP) of context, experience, reflection, action, and evaluation. While the ABCDE framework—taken literally as the five components and figuratively as the foundational value-orienting principles—is primarily proposed as a mindful compass for reformers, school administrators, teachers, and learners toward an effective implementation of the proposed education reforms, the paper advances several propositions for translating these principles into everyday school practice. In addition, it identifies and recommends sustained stakeholder involvement and future research for the professional development and ongoing refinement of the framework. It is hoped that ABCDE, when inculcated as an everyday slogan of every educator, learner, and citizen in the country, will serve as a prerequisite in the proposed education reforms, transforming policy rhetoric to everyday transcendence, cultivating future generations who are not only employable but also enlightened, not merely competitive but citizenly.
A’bir Wardati Abd.Latif, Haslinawati Mohd Mustapha, Ku Siti Syahidah Ku Mohd Noh, Nadiah Kamaruzaman, Nor Fadzilah Arom Karoman, Nursyahirah Nordin, Siti Aisyah Zawawi
Educational gamification is one example of game-based learning that has been applied in the teaching and learning process. Students can effectively practice their skills and connect lessons to real-life problems. However, there is still limited usage of gamification in teaching and learning in schools. The study's goals were to determine how well students performed in Physics when learning in traditional classrooms versus gamified classrooms, how excited the students were about learning Physics, how they felt about the experience, and whether they thought it was enjoyable to be in a gamified classroom. A quasi-experimental design was used to collect the data. 54 Form 4 students were in the treatment group, which took a game-based test, and the control group, which took a paper-and-pencil test. Only the experimental group received a set of questionnaires. The data from both results were recorded and analysed using SPSS version 25. The data obtained from the independent sample t-test concludes that students in the gamified classroom have a higher mean score (mean = 5.78) compared to traditional learning (mean = 4.63). A paired sample t-test on students' enthusiasm before and after using Quizizz showed that gamification significantly improved their enthusiasm, with a p-value less than 0.05. Additionally, it can be argued that Quizizz supports students' attitudes towards learning Physics, as 13 out of 15 questions had a p-value less than 0.05. Interestingly, there was no difference in mean attitude in using Quizizz in terms of gender, p-value = 0.196. The descriptive analysis reveals that the students in the treatment group had a positive perception of using Quizizz for Physics questions. Initially, most students selected strongly agree and agree. The findings suggest that the gamified test enhanced their performance, attitude, and enthusiasm and fostered a competitive learning environment.
Faith D. Menodiado, Genesis G. Camarista, Mary Chris Y. Pritos, Mary Joy D. Garde
This study looked at how students' Eureka experiences and performance in solving non-routine mathematical problems were affected by both active and passive incubation. It investigated whether doing a cognitively stimulating task (active incubation) or resting without mental engagement (passive incubation) affects problem-solving outcomes. It was based on Wallas's (1926) four-stage model of creativity and the unconscious work hypothesis. 43 purposefully chosen special science high school students participated in the study, which used a quantitative descriptive–comparative design. They worked through non-routine math tasks over the course of two sessions, separated by an incubation period. The instruments were determined to be dependable after being properly validated and pilot tested. The Kruskal–Wallis H test, Spearman's rho correlation, and descriptive statistics were used to examine the data. The findings showed that students who were actively incubated outperformed those who were passively incubated, though differences were not statistically significant. The Eureka experience also showed no significant correlation with performance. The findings highlight the complex role of incubation and insight in problem solving and suggest incorporating structured incubation and metacognitive strategies in mathematics instruction.
Dr Joseph Mwape Mandyata, Dr. Moses Chisala, Dr. Thomas Timothy Mtonga, Prof. Daniel Ndhlovu
The establishment of Zambia's Directorate of Inclusive and Special Education within the Ministry of Education represents a significant policy advancement towards achieving equitable and inclusive educational outcomes for all learners. It employed qualitative approach to explore the establishment of the Directorate of Inclusive and Special Education within Zambia's Ministry of Education. Drawing upon social justice theory and informed by international mandates such as the Education for All (EFA) agenda, the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD), and Sustainable Development Goal 4 (SDG 4), the research utilized data from policy documents, ministerial reports, and semi-structured interviews with key education stakeholders. Findings indicate that the Directorate's formation directly addresses historical deficiencies in policy coherence, resource distribution, teacher professional development, and monitoring frameworks, which previously impeded effective inclusive education implementation. Its institutionalization significantly enhances coordination across national, provincial, and district education tiers, thereby bolstering accountability and refining service delivery for learners with diverse needs. With institutionalization offers a robust and sustainable framework for advancing inclusivity, equity, and quality education across Zambia. Hence, the Ministry of Education should formally establish a Directorate of Inclusive and Special Education with clear mandates and adequate resources.
Dr Genevarius Nji
This study sets out to study the effects of teachers’ working conditions on effective teaching in conflict zones. Effective teaching during emergency situations is a salient element as far as the education production function is concerned. Ineffective teaching hampers school internal efficiency as it significantly causes wastages of scarce resources and prevents educational institutions from attaining set objectives. This study looked at teachers working condition in terms teachers’ security, and teachers’ motivation in terms of risk allowance; and how these variables influence effective teaching in the North West Region and South west Region of Cameroon. Within the context of research methodology, the mixed method approach was used in data collection and analysis. The simple random sampling and proportionate sampling techniques were used to obtain a representative sample of 310 for the study. The Instruments used for data collection were the questionnaire and the interview guide. The rationale for using the mixed method approach was to maximize the possibilities of data to be collected from multiple sources in order to ease the understanding of the phenomenon under investigation from various foci. The data was analyzed using the spearman rank correlation and it was found that teachers’ personal security, and use of motivation significantly affects effective teaching in the secondary schools in the North West Region with correlation coefficients of 0.640 and 0.672 respectively with p-values less than 0.05. From this we conclude that working conditions are a strong determinant of effective teaching the within crisis context. Based on the finding, we recommend that school administrators and other stake holders should be create an enabling environment that is conducive for teaching and learning.
Armand Bouges ZAMBO ATANGANA, Dr. John Thierry BANEN, Pr. Emmanuel NDJEBAKAL SOUCK
The aim of this study is to facilitate the appropriation of the school project in secondary schools in Cameroon, in order to optimise its results. It has been observed that those involved in developing, implementing and monitoring the project are reluctant to take ownership of it. This reluctance has harmful consequences, including a drop in learner performance, a low rate of socialisation and a loss of visibility for public schools. The main objective of this research is to propose an approach that will make it easier to appropriate this management tool, which is a major means of optimising results. This approach is based on the ‘accessibility-use’ model of appropriation developed by Kemoko Touré (2018). The present study was carried out using a mixed-methods approach, and sampling techniques were also employed appropriately. Data collection was carried out using a questionnaire and an interview guide, allowing the survey to be conducted in three high schools in the city of Yaoundé: the Ngoa-Ekelle high school, the Nkolmesseng high school and the bilingual high school. The sample studied comprised 32 participants. The study population consisted of members of the school board, administrators, teachers, parents and the students themselves. The data collected was processed using SPSS software, and the hypotheses were then subjected to Pearson correlation analysis.
Hongli Feng
The integration of Artificial Intelligence (AI) into English language education has fundamentally transformed pedagogical practices and student engagement, particularly within higher education contexts, where diverse proficiency levels and large class sizes present ongoing instructional challenges. This study systematically investigates the application, efficacy, and implications of AI technologies in supporting English learning among university students. Employing a mixed-methods research design, data were collected from 120 undergraduates across three Chinese universities through structured surveys, classroom observations, and semi-structured interviews, enabling a comprehensive exploration of both quantitative outcomes and qualitative experiences. The findings reveal that AI tools—including intelligent writing assistants, adaptive vocabulary applications, and automated feedback systems—substantially enhance learners’ writing accuracy, lexical sophistication, and overall motivation, while simultaneously promoting greater autonomy and self-regulated learning behaviors. Students reported that AI-supported activities, when integrated with traditional instruction, facilitated more active engagement and personalized learning trajectories. Nevertheless, challenges emerged, notably the potential for overreliance on technology, ethical concerns regarding data privacy, and disparities in digital literacy across learners. The study underscores that AI can serve as both a supportive and transformative agent in English language education when its deployment is guided by clear pedagogical frameworks, ethical standards, and institutional oversight. These findings contribute to ongoing discourse on technology-enhanced language learning (TELL) and provide actionable recommendations for educators and policymakers seeking to harness AI to foster sustainable, student-centered innovation in university-level English instruction.
Abosede O. Ajiboye, Bunmi A. Yusuf, Ejemba Anyebe, Joel A. Afolayan, Oluwagbenga O. Aina
Self care practices remain a major concern among nurses. In particular, mental health self care awareness and practice is an uninvestigated area of research in our environment. Aim: The study aimed to investigate mental health status and attitude towards promotive mental health care practice among nurses in Ekiti State southwest Nigeria. Materials and Methods: Adopting a descriptive cross-sectional design, a multistage sampling technique was employed involving proportionate sampling with simple random probability sampling method to select 263 Nurses whose Socio-demographic data, mental health status and attitude towards promotive mental health care practice were determined using an adapted standardized questionnaire. Descriptive analyses and Logistic regression was used at 0.05 level of significance through statistical package for the social science software. SPSS version 27 Results: Results indicated that study participants had, predominantly female gender of (81.9%), (74.6%) of the respondents had working experiences of between 1 and 5 years and with the mean age to be 27.6 years. Majority (97.3%) reported good mental health state. The mean value of (2.74) was recorded for attitude towards the practice of promotive mental health care with the expected mean value of (2.0). The model fitting information (MFI) value of (0.001) with Pearson and Deviance good-of- fit value of (0.600 and 0.870) respectively, shown significant relationship between respondents’ attitude and the practice of promotive mental health care. The study concludes that the mental health state among the studied population is good and that attitude towards practice of promotive mental health care is good among nurses.
Abdul Hakim, Sukmawati
This article emphasizes the importance of integrating Islamic Religious Education (IRE)with the principles of religious moderation (wasathiyyah) within Indonesia’s diverse educational landscape. Moderate Islamic education plays a crucial and strategic role in developing a generation that is tolerant, peaceful, and culturally aware. The study uses a library research approach, analyzing primary and secondary sources related to Islamic education, peace, and multicultural values. The findings show that traditional models of religious education often focus only on doctrinal and ritual aspects, neglecting to cultivate values of empathy, coexistence, and mutual respect. Therefore, incorporating moderation into IRE is essential to counter the rise of radical ideologies among students and to foster balanced faith and social harmony. Achieving this requires educators to thoroughly understand and demonstrate moderation in their teaching, and for curricula to consistently include inclusive and compassionate religious principles. Strong policy commitment from the Ministry of Education, the Ministry of Religious Affairs, universities, and other stakeholders is vital for creating programs that prioritize moderate Islamic education throughout the country. Ultimately, these efforts will promote lasting peace and harmony among Indonesia’s diverse religious communities.
Anthony Adawu, Joshua Kwabena Nbiba Bintul
Although Ghana’s language-in-education policy mandates the exclusive use of Ghanaian languages up to Basic 3 and English-only instruction from Basic 4 upward, classroom realities in rural junior high schools reveal a striking mismatch between policy prescriptions and pedagogical practice. Despite the formal monolingual orientation of the policy, many teachers continue to draw on learners’ L1 as a practical resource for explaining grammatical concepts and enhancing comprehension. Guided by Schmidt’s Noticing Hypothesis, this study explored how bilingual pedagogy influences learner engagement in grammar instruction and the implications for language policy implementation in rural Ghanaian junior high schools. The study employed qualitative case study design, involving twelve purposively selected English teachers from rural schools in the Oti and Volta Regions. Data was gathered through interviews, classroom observations, and document analysis, and analyzed thematically using Braun and Clarke’s framework. Findings showed that teachers employed translanguaging, code-switching, and comparative grammar explanations to foster comprehension and participation, yet these practices remain unofficial and unstable due to policy ambiguity, institutional pressure for English-only instruction, and insufficient preparation in bilingual pedagogies. The study concludes that bilingual pedagogy enhances learner engagement by promoting conscious linguistic noticing but remains hindered by unclear policy direction and lack of teacher training. It recommends operationalizing Ghana’s policy to legitimize and support bilingual classroom practices.
Roselito D. Tatoy
This research aimed to develop a valid BioEd Kit learning material with a scientific approach to biodiversity, enhancing students’ academic performance, and to evaluate the effectiveness and students’ perception of the learning material. The method used is a descriptive-quantitative approach and a quasi-experimental research design. Developed material contains tables, easy-to-follow procedures, activities, and guide questions. The material has been validated in content and design, with results “very appropriate” in quality. It was found that a significantly better learning outcome was achieved by participants after the utilization of learning material. Students' perceptions highlight a high level of engagement and satisfaction with the BioEd Kit, indicating its efficacy in making biodiversity tangible and relatable. The study's findings emphasize the potential of experiential learning tools, like the BioEd Kit, to enhance science education and foster a deeper connection between students and the environment recommended for students in learning biodiversity topics with a scientific approach to foster critical thinking ability.
AFOLABI Ademola Joshua, AWOTOMILUSI Niyi Solomon, IGBEKOYI Olusola Esther, JABAR Adebola Abass
The study investigated how the board of directors’ competence affects market performance in Nigeria’s listed deposit money banks. The study specifically examined how strategic competence, measured by strategic oversight, vision, and stakeholder alignment, impacts Tobin’s Q, assessed the role of technical competence based on directors' education, financial knowledge, and professional background, and evaluated the influence of board effectiveness using meeting frequency and director shareholding on market value. This study adopted an ex-post facto design relying on existing data beyond the researcher’s manipulation. The population consisted of 13 deposit money banks listed on the Nigerian Exchange Group as of December 31, 2024, while a sample of 5 banks was purposively selected based on continuous listing and complete disclosures. Secondary data were obtained from published annual reports of the firms and NGX filings for the period 2015 to 2024, coinciding with the revision of corporate governance regulations. Data collected were analyzed using descriptive statistics and panel regression, with the Prais–Winsten regression with panel-corrected standard errors employed to correct for heteroskedasticity and autocorrelation. The findings reveal that strategic competence has a significant positive effect on market performance, showing that boards with stronger oversight, visionary capability, and stakeholder alignment enhance firm valuation. Technical competence also exerts a significant positive effect, indicating that directors’ educational, financial, and professional expertise strengthen investor confidence and firm value. Similarly, board effectiveness, measured through meeting frequency and director shareholding, significantly improves Tobin’s Q, confirming that engaged and ownership-aligned boards enhance performance. Among the control variables, firm size was found to significantly increase market performance, while leverage had a significant negative effect. The study concludes that in the Nigerian context, market performance is strongly shaped by strategic competence, technical competence, and board effectiveness. It recommends that governance policies should prioritize directors with strong strategic vision and oversight, include members with proven technical expertise, promote board effectiveness through regular meetings and director shareholding, and that regulators should emphasize competence-based appointments in updated governance codes.
Ashley Timean, Oluchi Jane Maduka
This article critically examines the intersection of leadership theory and practice through the lens of crisis management during the COVID-19 pandemic. Using secondary data and a real-world leadership case drawn from the portfolio management sector, it analyzes how leaders mobilized transformational leadership principles, emotional intelligence, process innovation, and strategic communication to navigate volatile and uncertain conditions. The discussion highlights the adaptive leadership behaviors that emerged when theoretical models proved insufficient for rapidly evolving challenges, particularly in small and medium-sized enterprise (SME) contexts. Findings reveal that static, one-size-fits-all leadership frameworks often fail to account for contextual complexity, emotional strain, and organizational interdependencies that arise during crises. In response, the article advances a more fluid, context-responsive approach to leadership development, emphasizing experiential learning, reflective practice, and cross-functional collaboration. By integrating academic frameworks with documented organizational responses, the study offers practical recommendations for educators, managers, and policymakers seeking to strengthen crisis readiness, resilience, and decision-making capacity in future disruptions.
Mohd Guzairy Abd Ghani, Mohd Syafiq Md. Taib, Muzani bin Zainon, Wan Muhammad Idham Wan Mahdi
The present study explores the pedagogical contribution of Business Model Board Games to entrepreneurship education as an experiential tool. The BMBGs immerse learners in a safe, simulated decision-making environment to practice recognising opportunities, allocating resources, and planning strategically across various domains. Specifically, the study seeks to 1. Map the intellectual and thematic structure of academic research on BMBG from 1991 to 2024 and 2. Synthesise empirical insights on their utility for promoting cognitive, behavioural, and attitudinal learning outcomes. The bibliometric analysis employed the academic search hub AnswerThis.io, which provides indexed content from academic databases such as Scopus, Web of Science, SpringerLink, and Emerald Insight. A total of 246 publications were processed through VOSviewer and Biblioshiny to ascertain publication trends, citation dynamics, and keyword clusters. The descriptive and thematic indicators, including the total publications, citation frequency, h-index, and keyword co-occurrence, mapped the field’s intellectual structure. The findings indicate a near-explosive rise in publication outputs from 2015 to 2018, with two major citation peaks in 2007 and 2017 corresponding to two seminal works on experiential learning and serious game design. The thematic mapping advised a structural faculty consisting of four overlapping clusters: 1. Experiential learning and simulation design, 2. Motivation and flow engagement, 3. Community-based and collaborative learning, and 4. Digital inclusion and hybrid learning. These publication trends signify a paradigm shift from conventional, lecture-style education to technology-infused, interactive learning environments. The empirical synthesis argues that BMBG consistently favors cognitive development, behavioral aids, and attitudinal results, notwithstanding the gender-sensitive outlook, responsive design, and longitudinal studies to confirm the knowledge retention capacity. Finally, this study contributes to the adventitious literature on experiential entrepreneurship education by setting BMBGs as a cost-effective, context-driven competence-promotion tool for reflective play and social learning, fostering the learning-application chasm for entrepreneurial competency.
Amrozi Hamidi, Moh. Nurhakim
Moral education within the Islamic education system today remains predominantly cognitive and normative, thus failing to deeply address the affective and spiritual dimensions of learners. In fact, holistic character formation requires the integration of value knowledge, inner awareness, and practical application in everyday life. This study aims to develop a conceptual framework for moral education materials based on tazkiyatun nafs integrated with a character-building approach. Its main focus is to respond to the need for a reflective, transformative, and applicable model of moral education. The research employs a critical literature review with narrative synthesis and thematic analysis. The sources include classical works such as Ihya’ Ulumuddin and Madarijus Salikin, as well as contemporary books and journals published between 2019 and 2025. The findings reveal that integrating tazkiyatun nafs into the character-building model enables the development of moral learning materials that encompass three dimensions of personality: cognitive (moral knowing), affective (moral feeling), and psychomotor–spiritual (moral action). The stages of takhalli–tahalli–tajalli and the mapping of nafs levels (ammarah, lawwamah, and mutmainnah) serve as foundational elements for designing gradual moral learning suited to learners’ psychological development. This study formulates an integrative model grounded in Islamic spirituality that remains underexplored in conventional character education. Furthermore, the study identifies the teacher’s role as a spiritual facilitator and moral reflection guide as crucial to successful value internalization. These findings highlight the need for curriculum reconstruction and the development of moral education materials that are spiritually grounded, applicable, and centered on strengthening the teacher’s role as a moral educator. The implementation of this model has the potential to produce learners who are not only intellectually intelligent but also emotionally and spiritually mature in facing contemporary challenges.
Ahmad Bazli Mohd Hilmi, Mohd Arubi Ismail, Musa Mohamad
The development of modern education demands a holistic approach to understanding and nurturing the potential of gifted and talented students. This study synthesizes the intellectual perspectives of two prominent Islamic scholars, Imam al-Ghazali and Ibn Khaldun, to formulate the characteristics of gifted and talented learners from an Islamic epistemological standpoint. Al-Ghazali emphasizes the integration of knowledge, ethics, and spirituality, whereas Ibn Khaldun focuses on intellect, social experience, and structured stages of education. Through this synthesis approach, the study identifies six key characteristics of gifted learners according to Islamic thought: intellectual and spiritual intelligence, sincerity of intention, noble character, the ability to comprehend social and historical issues, critical and creative thinking, and progressive lifelong learning. The synthesis culminates in a conceptual framework comprising three dimensions spiritual (ruhaniyyah), intellectual (‘aqliyyah), and socio-ethical (akhlaqiyyah) which not only complements Western cognitive-based models but also provides valuable guidance for developing Islamic value-oriented gifted education systems in Malaysia and the broader Muslim world.
Nurainil Bt Sulaiman, Valarmathi Krishan
This systematic literature review investigates the comparative effects of digital and print reading materials on reading engagement and comprehension among young English as a Second Language (ESL) learners. As digital technologies become increasingly integrated into educational contexts, understanding the implications of different reading formats is vital for informed pedagogical decision-making. The review draws from peer-reviewed studies published between 2013 and 2024, sourced from major academic databases such as ERIC, Scopus, and Web of Science. An initial total of 32 journal articles and research papers were identified. Following the application of defined inclusion and exclusion criteria, 16 studies were selected for final analysis. The findings show that digital reading formats often increase student interest because they are interactive and use multimedia, but print materials are better for helping students understand deeply because they are organized and have fewer distractions. Additionally, factors such as learner preferences, cognitive load, instructional design, and environmental context influence the outcomes of both formats. The review concludes that a balanced integration of digital and print materials, tailored to learners' needs and supported by guided instruction, may offer the most effective approach in ESL classrooms. Implications for educators and directions for future research are discussed.
Adibah Abd Latif, Nurelly Mohd Rifan
Constructive alignment (CA) offers a coherent approach to linking intended learning outcomes, pedagogy and assessment in science education, with potential to strengthen students’ higher-order thinking skills (HOTS), motivation and achievement. This systematic literature review synthesizes research published between 2000 and 2025 in Scopus and Web of Science. Following PRISMA procedures, 42 articles met inclusion criteria and were analysed thematically to map trends in CA application across science education, with particular attention to secondary contexts. Three core themes emerged: (1) pedagogical strategies that align inquiry-based, student-centred and collaborative learning with explicit outcomes; (2) curriculum frameworks that embed HOTS and scientific literacy to ensure outcome–activity coherence; and (3) authentic assessment practices (formative, performance-based and context-rich) that reinforce motivation and meaningful learning. Evidence indicates that CA can reliably bridge curriculum intentions with classroom practices, improving the validity of tasks and the depth of student learning. However, persistent challenges include limited teacher readiness, misalignment between curriculum standards and assessment demands, and a shortage of validated instruments to evaluate alignment quality and its effects. The review recommends sustained professional development in CA design, development and validation of multi-dimensional measurement tools, and integration of CA principles into policy and curriculum reforms. Overall, adopting CA as a guiding framework particularly in secondary science can enhance HOTS, motivation and learning quality within and beyond Malaysia.
Judith Nansobya, Loy Nassanga
Authentic leadership has increasingly gained recognition as a vital model for nurturing ethical, transformational, and value-driven leaders in higher education. In the Ugandan context, where institutions of higher learning serve as critical platforms for shaping future leaders, cultivating authentic leadership among students is essential for addressing contemporary socio-economic, cultural, and governance opportunities. This paper explores the role of African higher education institutions in fostering authentic leadership by emphasizing self-awareness, relational transparency, ethical conduct, and a strong sense of purpose among student leaders. Drawing from leadership theories and contextual realities, the study highlights how authentic leadership complements transformational leadership in promoting integrity, accountability, and service-oriented mindsets among young leaders. The study employed a qualitative research approach with purposive sampling of student leaders. The paper argues that authentic leadership development in higher education should go beyond theoretical instruction by integrating experiential learning, mentorship programs, community engagement, and participatory governance. Such approaches create platforms where students can practice decision-making, resolve conflicts, and champion initiatives that reflect ethical values and social responsibility. Furthermore, embedding authentic leadership principles in student governance structures, leadership training curricula, and extracurricular activities strengthens students’ capacity to lead with empathy, inclusiveness, and resilience. The study also underscores the importance of institutional commitment to cultivating leadership cultures that prioritize transparency, dialogue, and shared values. Ultimately, cultivating authentic leadership empowers students to become ethical and transformational leaders capable of driving positive change, fostering social cohesion, and contributing to sustainable development. This paper concludes that African higher education institutions hold a unique and strategic role in shaping future leaders, and investing in authentic leadership cultivation is a critical pathway to nurturing a generation of student leaders who embody ethical values, inspire trust, and transform societies.
Dr. Jo-ann Y. Solomon, Elmer G. Superales
This qualitative study explores the lived experiences of Values Education teachers on academic apathy from different schools in the division of Davao City. The study duels in the three main objectives: the lived experiences of Values Education teachers on academic apathy, the mechanism of coping with the challenges in dealing with academic apathy, and the insights and recommendations they can give in the academe and community in addressing academic apathy. Using the thematic analysis, the research identified key themes. In the lived experiences of the participants, it was revealed, manifestation of student disengagement among learners' superficial student engagement, avoidance from active classroom engagement, disruptive inattentions and emotional toll of disengagement. In mechanisms of coping with academic apathy, the themes emerged were using interactive and engaging strategies, interactive peer-based learning, fostering a supportive learning environment, collaborating with colleagues, and commitment to lifelong professional development. Lastly, for the insights and recommendations from the participants, the key points that appeared were strengthening school community support, empowering student success through supportive home environments, transforming education through student-centered and values-based practices, and building inclusive partnerships for school success. These key findings are vital tools for the solution to the problem of academic apathy that slowly destroys education.
Prof. Wynand Goosen
Artificial Intelligence (AI) has become a defining force in education, transforming how knowledge is created, evaluated, and shared. However, universities still face challenges in integrating AI literacy effectively into their curricula. Current efforts, opinions, and ideas vary widely. Some concentrate on technical skills, while others emphasise ethics or social impacts, often without pedagogical alignment or supporting research. This study offers a Structured Literature Review (SLR) of 87 peer-reviewed sources (2018–2025) from Scopus-indexed journals, including Computers & Education, AI & Society, British Journal of Educational Technology, Nature Machine Intelligence, and the International Journal of Artificial Intelligence in Education. The SLR synthesises conceptual, pedagogical, and governance perspectives to create the AI Literacy Design Matrix (AILDM). This matrix serves as a comparative framework identifying four interconnected curriculum design dimensions: conceptual, ethical, productive, and participatory. The review reveals that, although higher education worldwide acknowledges the importance of AI literacy, most programmes remain fragmented, with limited integration of ethics or civic aspects. The AILDM proposes a framework for designing balanced curricula that foster understanding, creativity, and responsibility. The paper concludes that AI literacy should be regarded as a civic and epistemic infrastructure, and therefore integrated across disciplines rather than confined to computer science.
Ala Margwa Carlos, Isah Abubakar, Minkailu Abubakar Amadu, Mohammed Adamu, Musa Ahmed, Suleiman Saidu Babale
Examination malpractice undermines academic integrity and poses serious risks to professional competence, particularly in health science education. This study examined the determinants of examination malpractice among students at Adamawa State College of Health Science and Technology, Michika, Nigeria. Guided by Bandura’s Social Learning Theory and Rational Choice Theory, the research employed a descriptive cross-sectional survey design with a quantitative approach. A sample of 250 students was selected using stratified random sampling. Data were collected via structured questionnaires and analyzed using SPSS version 25, applying descriptive statistics and logistic regression. Results indicated that 64% of respondents had engaged in malpractice, while 72% had witnessed it. Significant predictors included peer influence (OR=2.45, p=0.002), fear of academic failure (OR=2.12, p=0.009), inadequate preparation (OR=1.89, p=0.015), and institutional lapses (OR=1.67, p=0.042). Moral conviction was a protective factor (OR=0.61, p=0.028). The findings highlight the need for holistic interventions combining policy reform, academic support, ethical education, and institutional accountability to uphold integrity in health science education.
Idakari Chinedu Nweke
Background Hepatitis B virus (HBV) infection is a major global health problem with an estimated burden of 290 million infection. It is associated with high mortality and morbidity especially the chronic liver disease. The study aimed at determining the seroprevalence of hepatitis B viral infections in adult patients and associated risk factors in Alex-Ekwueme Federal University Teaching Hospital in Ebonyi State. Method It was a cross-sectional study done in Alex-Ekwueme Federal University Teaching Hospital Abakaliki. The study was conducted among patients that presented in general out-patient clinics between January, 2024 to December, 2024. Result Three hundred and twenty were enrolled into the study. There were 54% males and 46% females that participated in the study. The seroprevalence of hepatitis B infection was reported as 10.3% and more males 12.7% (22/172) were seropositive. Participants with previous history of multiple sexual partners and local circumcision were more likely to have positive hepatitis B surface antigen with P-value less than 0.001. Conclusion The study revealed high seroprevalence among adult patients attending out-patient clinic in AEFUTHA. It also highlighted multiple sexual partner and genital mutilation as associated risk factors therefore appropriate behavioral change is needed.
Lotfi Anuar, Nomahaza Mahadi
innovations. Traditional training, focused on knowledge acquisition, struggles to prepare professionals for dynamic roles. This study develops and evaluates competency-based training (CBT) modules using paramedics at the Armed Forces Health Training Institute (INSAN) as a case study. A multi-stage design was employed, integrating Training Needs Analysis, competency framework mapping, measurable learning outcomes and standardized assessment tools. Findings reveal that CBT strengthens technical proficiency, decision-making and adaptability, while addressing weaknesses in outdated curricula and unclear evaluation systems. Importantly, linking training content with job descriptions and career progression enhances motivation, accountability and professional sustainability. In conclusion, it was found that competency-based module would offer a replicable model for healthcare training by embedding lifelong learning, reflective practice and continuous improvement. The study contributes to workforce development literature and provides actionable guidance for institutional reforms, ensuring healthcare professionals remain resilient, future-ready and aligned with evolving industry needs.
Adibah Abd Latif, Nurelly Mohd Rifan
This systematic synthesis examines recent literature on the integration of digital tools in strengthening constructive alignment (CA) within science education. Covering studies published between 2010 and 2025, the review explores how technology-enhanced learning environments promote student motivation and assessment alignment in STEM and science contexts. Guided by the PRISMA framework, 22 Scopus-indexed studies were analyzed thematically. The synthesis indicates that digital platform such as augmented reality (AR), gamification, digital portfolios, and interactive simulations enhance both pedagogical and assessment dimensions of CA. These technologies foster engagement, self-directed learning, and authentic assessment through online rubrics, feedback systems, and performance analytics. Overall, digital tools function as dual facilitators: pedagogical enhancers that promote inquiry and collaboration, and assessment instruments that evaluate higher-order thinking and motivation. This paper contributes a synthesized perspective to inform future research and practice in digital constructive alignment, emphasizing implications for teacher development and sustainable digital transformation in science education.
Daniel GUTIERREZ, Hakeem A. NAFIU
This study explored the role of digital learning platforms in enhancing language acquisition and intercultural adaptation among students in Winston-Salem, North Carolina, U.S. With increasingly diverse classrooms, hosting international and bilingual learners, educators faced opportunities and challenges in leveraging technology to support multilingual populations. The research explored how digital tools, such as Duolingo for Schools, Immersive Reader, Grammarly, and Rosetta Stone for Education, facilitated resource access, communication, and participation in higher education and secondary schools. A mixed-methods approach was employed, using a purposive sample of 120 students and 12 instructors from three Winston-Salem institutions. Data were collected through classroom observations, student surveys, and follow-up instructor interviews to assess the impact of digital technologies on proficiency, retention, confidence, and involvement. Findings revealed that effective digital integration significantly improved language proficiency (d = 0.92, p < 0.001), fostered collaborative learning (68%), and supported smoother cultural adjustment for international students. However, 20-22% of students in rural and low-income areas faced access barriers, highlighting equity gaps. The study emphasized the Technological Pedagogical Content Knowledge (TPACK) model and Community of Inquiry (CoI) framework as critical for guiding technology adoption. Recommendations included targeted teacher training, institutional policies promoting technology-driven pedagogy, and student-centered digital resource design. Aligning pedagogy with technology in North Carolina’s schools and universities cultivated inclusive environments, enhancing academic success and global competence.
Ashllie Mea D. Caldito, Dan Zohar Mahilum, Ellen Jean M. Galleto, Jenifer P. Daclan, Lyca J. Beldia, Rachel Ann P. Cudis
The transition from graduation to employment represents a pivotal phase in a fresh graduate’s life, often accompanied by a striking contrast between personal aspirations and the realities of the labor market. This study explores the phenomenological journey of fresh graduates as they enter highly competitive industries, focusing on the discrepancies between their career expectations and the practical challenges they encounter. Employing a qualitative phenomenological approach, the research captures the lived experiences of graduates who are actively navigating the job market, shedding light on their struggles, perceptions, and adaptive strategies. Data were gathered through semi-structured interviews with individuals from diverse fields, allowing for an in-depth exploration of common themes such as job search difficulties, employer expectations, and industry competition. The findings reveal that lack of professional experience, skills mismatches, and oversaturated markets serve as critical barriers to successful employment. In contrast, networking opportunities, continuous upskilling, resilience, and adaptability emerged as essential strategies for managing these obstacles. Furthermore, participants expressed varying perspectives on the adequacy of tertiary education in preparing them for real-world professional demands, pointing to gaps between theoretical training and practical application. The study underscores the pressing need for enhanced career readiness programs within educational institutions and more inclusive, skill-oriented hiring practices in industries, ultimately bridging the gap between graduate expectations and employment realities.
Joemmaicca Augustta anak Joggery, Noor Siah Abdul Aziz, Siti fatimah Md Shariff
Background: Artificial intelligence (AI) is rapidly entering nursing education and practice, yet AI literacy among nursing students remains uneven, with gaps in foundational knowledge, ethical reasoning, and applied clinical judgment. Objective: To synthesize educational strategies that enhance AI literacy among nursing students and identify outcome patterns, barriers, and implementation enablers to inform curriculum, assessment, and policy. Methods: A systematic literature review (2015–2025) was conducted across PubMed, Scopus, ScienceDirect, CINAHL, and ERIC. English-language, peer-reviewed studies focusing on pre- or post-licensure nursing students and reporting AI-related educational outcomes were included. Two reviewers independently screened records, extracted data into a structured matrix, and appraised quality using CASP (qualitative) and JBI (quantitative/mixed-methods) tools. Narrative and thematic synthesis was used to integrate findings. Results: Of 364 records identified, 47 duplicates were removed; 317 titles/abstracts were screened, 63 full texts were sought (60 assessed), and 28 studies met inclusion. Four pedagogical themes emerged: (1) simulation-based learning using AI-enabled or GenAI-supported scenarios; (2) online/blended modules for scalable foundational concepts; (3) problem-/case-based learning (PBL/CBL) to situate AI within clinical reasoning and communication; and (4) cross-disciplinary/policy approaches aligning competencies, assessment, and governance. Across diverse settings, interventions improved knowledge, confidence/readiness, and higher-order thinking. Transfer to clinical judgment was strongest for PBL/CBL and simulation with structured debriefs. Recurrent barriers included limited faculty readiness, student anxiety about AI’s impact on nursing identity, infrastructural constraints (devices/connectivity), and uneven treatment of ethics, bias, and accountability. Studies rarely measured longitudinal behavior change or patient-centered outcomes. Conclusions: AI literacy is achievable at scale when foundations are delivered via blended learning, transfer is secured through PBL/CBL, and safe practice is consolidated through simulation and guided debriefing—underpinned by robust assessment, faculty development, equitable infrastructure, and clear policy for human-in-the-loop accountability. Future research should adopt standardized measures and longitudinal designs to link classroom gains to clinical behaviors and patient outcomes.
Achoka Judith, Murunga Caroleen Saya, Nganyi Jason
The Teachers Service Commission (TSC) in Kenya launched the Performance Contract (PC) policy to improve teacher performance in the year 2012. The goal of PC was to enhance the quality of education offered to learners through strengthening supervision and continuously monitoring teacher performance at the institutional level. Teacher PC is monitored through regular teacher appraisals of their effectiveness, guided by predetermined PC set targets from the Teacher Professional and Development (TPAD) tool. Despite PC having been in place over last twelve years, its effect on pupil learning outcomes in Kakamega County Public primary schools is still not clear. The purpose of this study was to establish the effect of teacher achievement in the comprehensive learning environment PC target on pupils’ learning outcomes in public primary schools in Kakamega County in Kenya. The three learning outcomes examined were academic achievement, pupil retention and pupil completion rates. The comprehensive learning environment aims to create Child or Learner Friendly Environments. A Correlation research design with a mixed methods approach was used in the study. Eighty-two (82) schools were selected from 13 Sub Counties of Kakamega County using a multistage random sampling. Structured questionnaires were used to collect data on target achievement and learning outcomes from Head teachers and teachers in the selected schools for the period 2018 to 2023. Five Key informants involved in PC appraisals (2 Curriculum Support Officers, 2 Sub County TSC Directors and the County TSC Director) were purposefully selected and interviewed. The quantitative data collected was analyzed using Pearsons’s correlation and Multiple linear regression. The qualitative data was analyzed thematically. The associations between comprehensive learning target achievement and pupil learning outcomes were KCPE performance (r=.0.295; P= 0. 0.540); retention rates (r= 0. 630; p=0.180) and completion rates (r=0.326; p=0. 528). These associations were weak and statistically insignificant across all the learning outcomes examined. The results for the linear regression were also statistically insignificant (P>0.05). The Key informants revealed that the process of PC appraisal was not taken seriously and had been seen as a routine procedure by teachers. The main hurdle in achieving the Comprehensive Learning Environment in schools was limited resources. The study concluded that Teachers’ achievement in the Comprehensive Learning Environment target had no effect on learning outcomes of pupils in public primary schools in Kakamega County. The study recommends that the government should provide adequate resources for effective implementation of the Comprehensive Learning Environment in Public primary schools. There is need for further research to explore the effect of teacher achievement in Comprehensive Learning Environment on other learning outcomes such as communication skills, creativity, problem-solving and critical thinking skills.
Cristine A. Geroy, Sittie Saadia M. Muti
This study examined the influence of information literacy and librarian interactions on students’ academic success in higher education. Using a descriptive-correlational design, data were collected from 1,309 fourth year undergraduate students at Mindanao State University–Main Campus, Marawi City. The study assessed students’ information literacy—specifically search skills and source evaluation—and the extent of their interactions with librarians regarding frequency, type of assistance, and perceived helpfulness. Results revealed that students demonstrated a high level of information literacy and moderate engagement with librarians. Both variables showed significant positive relationships with academic success, with source evaluation and perceived helpfulness emerging as the strongest predictors. The findings underscore the library’s instructional and mentoring role in improving academic performance. Strengthening information literacy programs and fostering proactive librarian-student collaboration are recommended.
Ahmad Yumni Abu Bakar, Caturida Meiwanto Doktoralina, Daing Maruak Sadek, Izatul Akmar Ismail, Mohd Muhsinul Nidzam Abdullah, Sakinatul Raadiyah Abdullah, Shahirah Said
The increasing demand for Shariah-compliant hospitality services has heightened the importance of halal certification in hotel kitchens as a key determinant of operational integrity and customer trust. Despite its recognized benefits, many hotels continue to face challenges in maintaining halal compliance due to limited managerial awareness, regulatory complexities, and inconsistent commitment among hotel operators. This study aims to explore the role of certification awareness in strengthening managerial commitment toward enhancing halal compliance within hotel kitchens. Adopting a narrative review methodology, the study synthesizes existing research retrieved from the Scopus database using a structured search strategy that includes relevant keywords related to halal compliance, hospitality, and certification practices. An integrative thematic analysis was conducted to identify dominant themes, theoretical perspectives, and conceptual linkages across studies. The findings reveal that certification awareness serves as a mediating factor that reinforces managerial commitment, leading to stronger ethical compliance, improved operational performance, and enhanced consumer confidence. Theoretically, the study extends institutional theory by illustrating how normative and cognitive mechanisms, such as awareness and education, translate external regulatory pressures into internalized compliance behavior. Practically, it emphasizes the need for targeted training, policy support, and stakeholder collaboration to improve halal certification literacy among hotel managers. The study concludes that greater certification awareness not only strengthens managerial accountability but also ensures the sustainability of halal compliance in hospitality operations. Future research should empirically test the proposed framework across diverse hotel contexts to validate the mediating role of certification awareness in promoting halal excellence.
Ahmad Nabil Bin Md. Nasir, Huang Jiadi
This study employs the KSA model (Knowledge, Skills, and Abilities) as a theoretical framework to systematically explore the core elements and enhancement strategies of professional competence for preschool education majors in higher vocational colleges. From the three dimensions of knowledge, skills, and abilities, the study analyzes the structural framework of professional competence: the knowledge dimension emphasizes the integration of pedagogy, psychology, and disciplinary knowledge; the skills dimension focuses on practical competencies such as educational activity design, child observation, home–school collaboration, and digital teaching; and the ability dimension highlights educational understanding, innovative thinking, communication, and personal and psychological literacy. Based on this framework, the study proposes strategies including curriculum system optimization, innovative teaching methods, campus–kindergarten–society collaborative education mechanisms, and professional development support for teachers. The findings indicate that the KSA model effectively promotes the coordinated development of knowledge, skills, and abilities, enabling students to transform from “learning to teach” to “teaching professionally.” This research provides theoretical and practical insights for constructing a professional competence framework and advancing curriculum reform in higher vocational preschool education.
Mary Boatemaa, Samuel Badu
This study investigates quality assurance in Ghana’s Complementary Education Agency (CEA), responsible for non-formal education. Guided by systems theory, it explores administrative and academic quality assurance, implementation challenges, and effects on educational equity and national development. Using a qualitative approach, data from CEA regional directors were collected through interviews, augmented by document analysis. Findings revealed gaps in consistency, resources, and recognition but highlight promising practices in curriculum development, staff recruitment, induction, training, and development. Also, collaboration and community engagement scaled CEA’s strategies of maximising relevant outcomes. Key administrative practices include staff recruitment, records keeping and data management, while academic quality assurance focuses on assessment, curriculum development, and management. These practices support the CEA's mandate to provide quality non-formal education. Challenges include limited resources, accessibility, and inadequate monitoring. Recommendations include policy alignment, sustainable funding, professional development, and culturally responsive frameworks. Strengthening these is vital to support Ghana’s quest for equitable education outcomes and the attainment of Sustainable Development Goals (SDGs). Further research is advised on district-level supervisors and community perspectives to develop a better community-based approach to CEA across Ghana's 260 districts.
Regina Kana, Zamri Mahamod
This concept paper discusses the issue of student development within the context of Malay language teaching and learning in rural areas, in line with the aspirations of the National Education Philosophy, which emphasizes cognitive, affective, and psychomotor development. Rural students face various constraints that affect their achievement, including limited educational infrastructure, minimal access to reading materials and technology, and a linguistic environment where local dialects are more dominant than Standard Malay. Low levels of motivation and family support also pose significant challenges. Accordingly, the role of Malay language teachers is critical, as they function not only as educators but also as mentors, motivators, and liaisons with the community. This discussion highlights three key dimensions of the teacher’s role: contextual adaptation of pedagogy and curriculum, the development of students’ holistic skills including digital literacy, and the cultivation of strong connections with local communities. Recommendations for improvement include strengthening digital infrastructure, empowering teachers’ professional development, fostering strategic engagement with communities and families, and ensuring curricula are sensitive to local contexts. The implications of these roles are also analyzed in terms of workload, balance in instructional focus, and teachers’ mental and emotional well-being, which directly influence the quality of teaching and learning and student development. Ultimately, this paper underscores the importance of holistic and collaborative efforts among the Ministry of Education Malaysia, schools, teachers, and communities to ensure that rural students have access to quality education, thereby nurturing a competitive and well-balanced generation.
Bagacina Cris S., Britanico, Christopher A., Del Rosario Marissa S.
The industrialization of the contemporary is creating agony for the environment. The environment that people should supposed to live in becomes a material consumption that thrives to survive rather than live to create harmony with all other living entities. Industrialization gave birth to an anthropocentric view which is detrimental to the environment’s survival. With this, creative masterpieces in response to Slovic’s Third Wave of Ecocriticism viewed through the lens of Plumwood’s Ecocriticism provided a guide in reading the two poems of Roseville Nidea titled Larentine and Sentenced to Death published in The Sustaining the Archipelago: An Anthology of Philippine EcoPoetry by Rina Chua. Roseville Nidea is a published Bicolano writer who emerged from Camalig, Albay, and has been writing poems on ecological consciousness which have been published in varied anthologies. This study aims to draw the environmental collapse in the Bicol ecopoems of Roseville Nidea and analyze the literary poems using ecopoetry. The collapse of the environment in the poems underscored the undervaluation of the environment due to the anthropocentric consciousness and damaging effects of industrialism urged by self-centeredness. The creative expression of the realities in the environment is also a predictive stance of environmental degradation which appeals to a movement on change.
Mohd Iskandar Illyas Tan, Zuhra Junaida binti Ir. Mohamad Husny Hamid
This study examines the impact of a Halal Awareness and Inclusive Enterprise Training program designed for Deaf and Hard of Hearing (DHH) bakers at Silent Teddies Bakery, a social enterprise based in Kuala Lumpur. The study aimed to investigate the increase of participants’ understanding of Halal principles, hygiene practices, and confidence in implementing Halal-compliant procedures through training programs. A mixed-methods approach was used, combining a pre-training and post-training Likert-scale survey with observational data and visual response cards. Results from 19 participants show a significant increase in mean understanding scores across 12 key items (+0.73 points; +24% improvement). Qualitative observations confirmed strong engagement, improved practical handling skills, and heightened confidence. The study highlights the importance of inclusive, visual, and sign-language–supported Halal education programs to promote equitable participation in Malaysia’s Halal economy.
Benard Nuwatuhaire, Dr. Andrew Ainomugisha, Namanya John
This study examined the role of education support provided by the Anglican Church in enhancing education levels in Bweranyanyi Deanery, West Ankole Diocese, Uganda. Employing a cross-sectional research design, data were collected from 232 respondents using questionnaires and interviews with church leaders. Quantitative data were analyzed through descriptive statistics while qualitative data underwent thematic analysis. The findings revealed that the Church’s educational initiatives increased school enrollment, improved education quality, and enhanced access for marginalized groups. The study concluded that the Anglican Church plays a pivotal role in fostering education development and recommended expanding educational interventions and strengthen partnerships with government and other stakeholders to sustain education socio-economic progress.
Daniel Ndhlovu, Nicholas Mwanza
This study examined the limitations of the empty chair counselling techniques in addressing relational conflicts among university students, which significantly affect their overall experience at university. The empty chair counselling technique is recognized for its effectiveness in dealing with both internal and interpersonal conflicts. However, the specific challenges faced by counsellors and clients when using this technique to resolve relational conflicts between university students had not been fully explored before this research. By adopting a constructivist paradigm and a hermeneutic phenomenological approach, the study engaged with 20 participants, consisting 16 students and 4 counsellors, chosen through expert purposive sampling. Data was collected using semi structured interview guide and were subsequently analyzed through thematic analysis. The findings revealed several limitations, such as fears of miscommunication, initial inertia when encountering the technique for the first time, perceptions of the method as unusual, difficulties with imagination and role play, as well as the impact of cultural background, individual client conditions, and general discomfort with the process. Overall, the study highlights that the limitations stem not only from the nature of the issues that clients bring to counselling but also from the counsellors' ability to collaborate effectively with clients and their overall skill set and knowledge. This study has demonstrated areas that counsellors intending to use the empty chair counselling technique need to improve on.
Ira Fizwana Hafizul Hisham, Melor Md.Yunus
This research investigates the integration of ChatGPT, a generative artificial intelligence (AI) tool, into English language teaching in Malaysian primary schools. The main objective is to explore how teachers perceive ChatGPT in terms of its usefulness, impact on teaching effectiveness, and influence on pupil engagement. The study also aims to identify the benefits, challenges, and concerns teachers face when using AI tools in the classroom. A qualitative research design was employed, using semi-structured interviews with 10 English teachers from different primary schools. The participants shared their experiences with using AI, particularly ChatGPT, in their teaching practices. Data were analysed to identify common themes related to perceptions, implementation, and practical challenges. The findings reveal that teachers generally view ChatGPT as a helpful tool for lesson planning, generating creative teaching materials, and supporting differentiated instruction. Many teachers believe that AI can enhance classroom interaction and motivate pupils through engaging and personalized learning activities. However, several challenges were identified, including insufficient access to technology, limited digital infrastructure, lack of teacher training, and uncertainty about AI’s role in relation to traditional face-to-face instruction. Teachers also expressed concerns about over-reliance on AI and the need to maintain human elements in teaching. The study concludes that while educators are open to adopting AI tools like ChatGPT, effective integration requires proper training, policy guidance, and cultural relevance. It recommends ongoing professional development, collaboration between AI tools and conventional methods, and the development of clear guidelines for classroom use. Future research could explore the long-term impact of AI on learning outcomes, evaluate different AI tools for language teaching, and examine AI’s potential in promoting inclusive education.
Bok Check Meng, Nurul Huda Mohd Saad
Globalisation has created an urgent need for individuals to communicate across cultures, making oral communication a vital component of foreign language learning. This study investigates how Flipgrid, a video-based discussion platform, can enhance oral output and communicative competence among students learning Chinese as a foreign language. Using a qualitative case study design, data were collected through classroom observations, analysis of students’ oral outputs, and semi-structured interviews. The participants were purposively selected from among high-performing students enrolled in a Level 2 Mandarin course (TMC151). The findings revealed that Flipgrid provided learners with an interactive and flexible platform that fostered communication, collaboration, and reflection. Students expressed increased motivation, confidence, and willingness to communicate in Chinese, perceiving Flipgrid as a meaningful tool for practising oral skills beyond the traditional classroom. The study also found that the platform’s asynchronous nature enabled students to self-monitor their progress and engage in self-paced learning. However, while Flipgrid enhanced opportunities for peer interaction, limited contact with native speakers restricted the authenticity of the communicative experience. Overall, the integration of Flipgrid successfully bridged the gap between formal and informal learning environments, supporting constructivist and communicative language learning principles. The study concludes that incorporating digital platforms like Flipgrid can effectively promote intrinsic motivation, improve oral fluency, and provide learners with authentic opportunities for language use. Future research should explore how technology-mediated communication can be enriched through cross-cultural collaboration and longitudinal tracking of oral skill development.
Ruvimbo Gonye, Tapfuiwa J. Katsinde
The study investigated factors which contributed to the rise of child marriage during Covid-19 lockdown in the district of Kwekwe. This study utilised Maslow’s human needs theory to highlight how the need to satisfy basic survival needs shape the behaviour of individuals. From the literature review, factors like poverty, school closures, teenage pregnancy and child rights capacity-building programs failure to operate were among the drivers of child marriage. The researcher used a qualitative approach and case study research design. The researcher targeted the population in Kwekwe district, Zimbabwe. Purposive and snowball sampling were used to sample participants. The size of the sample was 30 participants for the questionnaire and 3 for the interview. Questionnaires and interviews were used to collect data. The findings indicated that, poverty increased child marriages because guardians were not working due to lockdown restrictions. Lockdown school closures affected girls as they lost hope as they could not afford digital lessons. Closure of schools forced them to get married. The findings indicated that teenage pregnancies escalated due to more free time which increased child marriage during the lockdown. Findings show that, child rights and capacity building programs that protected and prevented child marriages, were limited, which left a high number of girls vulnerable. Based on these findings, the researcher recommends the need for the empowerment of young girls especially those who are victims of child marriage through creation of projects that will assists them to go back to school and reduce rate of poverty and all forms of abuse. There should be a further study to develop more concrete findings on the extent of the child marriage problem and the societal and legal solutions to end them.
Abubakar MAGAJI, Audu Abayomi YUSAU
The thrust of this study is to examine the impact of institutional factors such as curriculum, pedagogy, mentorship, and lecturer competency on entrepreneurial intentions among graduands of tertiary institutions in the North-West region of Nigeria, comprising seven states. To achieve this objective, the study adopted a quantitative survey design and drew a sample of 700 participants, representing 100 from each state, using a convenience sampling technique. Data for the study were collected through a well-structured 5-point Likert scale questionnaire designed to extract pertinent information regarding these institutional factors and their influence on the entrepreneurial intentions of higher institution graduates. Consequently, the data collected were subjected to a reliability test using the Cronbach alpha (α) test, and relationships were established with the aid of a linear regression model. Results showed that all variables achieved coefficients greater than 0.90, indicating excellent internal consistency among the variables. The regression test revealed that all four factors significantly and positively predict entrepreneurial intention, with curriculum exerting the strongest influence, followed by lecturer competence, pedagogy, and mentorship. Furthermore, the negative and significant constant suggests that entrepreneurial drive does not emerge in isolation but requires structured institutional support. The study, therefore, concludes that effective institutional mechanisms are indispensable for nurturing graduates’ entrepreneurial aspirations. Hence, there is a need for reforms that embed hands-on, project-based entrepreneurship modules compulsory across all disciplines. Organising faculty training in partnership with industry or local enterprises to enhance lecturers’ practical entrepreneurial experience and establish structured mentorship programmes that pair students with alumni entrepreneurs, with clear objectives, defined roles, and regular feedback to ensure effective guidance.
Bassam Alhamad, Kajal Hayat
The global importance of students' involvement in governance and quality assurance (QA) processes in higher education has grown. Students are recognized as essential stakeholders for institutional transparency, accountability, and relevance, as they are the primary beneficiaries of educational outcomes. This review paper examines governance models for student involvement in higher education across multiple regions, analyzing policies, standards, and governance frameworks from 2019 to 2024. The paper employs a comparative qualitative methodology of practices in Pakistan, Bahrain, the Middle East (e.g., UAE, Saudi Arabia), Europe (e.g., UK, Germany), North America (e.g., USA, Canada), and the Asia-Pacific (e.g., Australia), analyzing the different policies, accreditation reports, and institutional frameworks to reflect on student involvement, for example, in curriculum development, decision-making structures, and quality assurance mechanisms. The paper systematically reviews key policies, including the Bologna Process, the European Standards and Guidelines for Quality Assurance (ESG), and national accreditation frameworks such as the NCAAA in Saudi Arabia and HEC in Pakistan. A significant focus is placed on digital governance models, participatory decision-making structures, and hybrid approaches that integrate institutional autonomy with stakeholder inclusion. The findings highlight the impact of regulatory mandates, student advisory councils, and digital feedback platforms on ensuring transparency and accountability in higher education governance. For example, the Higher Education Commission (HEC) of Pakistan managed to increase the participation of students through the Quality Enhancement Cells (QECs), which have made student participation official through the establishment of student councils, surveys, digital engagement, and grievance procedures. Bahrain provided another good example of a systematic process, as it requires students to participate in quality assurance committees. This is done through program-specific student advisory committees, student councils, ombudsman positions, and digital feedback platforms. In North America, universities prioritize student participation through state legislation, accreditation standards, advisory committees, and thorough feedback channels. In contrast, schools in the Asia-Pacific region, such as those in Australia, include student guilds in academic and policy-making processes. This paper ends with recommendations for improving student participation by implementing hybrid governance models, creating policy frameworks that balance institutional autonomy with stakeholder inclusion, and encouraging digital transformation.
Farrelli Hambulo, Gladys Matandiko, Lubasi Simataa, Nicholas Miyoba Haambokoma
Teacher appraisal systems support instructional quality and student learning but are unevenly implemented in Zambia (UNESCO, 2014; MoGE, 2021). This convergent mixed methods study compared student outcomes across secondary schools in Lusaka District with and without formal appraisal frameworks. Quantitative analysis of archival examination and attendance data showed higher mean pass rates and attendance where appraisal existed (ΔR² = .08 for appraisal presence predicting exam scores after controls). Thematic interviews with teachers and headteachers identified weakened accountability, limited reflective practice, and ad hoc compensatory strategies in non-appraisal schools (Fullan, 2001; Danielson, 2007). Together, results indicate that formal, context-sensitive appraisal mechanisms strengthen instructional accountability and professional growth, improving student engagement and attainment. Policy implications call for the Ministry of Education to co-design phased appraisal guidelines that combine formative feedback, capacity building, and practical incentives (Darling Hammond et al., 2016; OECD, 2013).
Khaleda Rockshana Mahbub
Domestic Violence-DV, including violences conducted by intimate partners and other family members, is an acute problem of current world, hampering not only physical and mental health of victims but also imposing psychological problems among the children of family. Although this problem is widespread in developing country like Bangladesh, but still not recognized as public health problem. This paper tried to identify the DV as public health problem as it meets all four criteria for becoming public health problem.
Amdouni Nourddine, Ghaffari Hela, Loueslati Besma, Masmoudi Olfa, Najjari Afef
Intensively sharing knowledge ensures the quality of research, high-level teaching, and development of partnership opportunities. Sharing scientific knowledge using innovative technologies such as Information and Communication Technologies for Education (ICTE) seems to be, to date, differently applied by research teachers. Recently, the United Nations site in the Global Sustainable Development Report (GSDR) 2023, reported the mention of focusing on the quality of education cited by “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” In this context, the present study aims to analyze the degree of involvement and the skills acquired in the field of Information and Communication Technologies and distance education (DE) of research teachers from two departments of biology and chemistry at the Faculty of Sciences of Tunis (FST) before and after the COVID-19 health crisis. Obtained results showed that the health crisis has a positive impact on the use of sharing tools through ICTE and has promoted the shift from traditional to innovative methods in the delivery of education and training activities to innovative methods of education 4.0. Similarly, these results revealed the extent of the evolution in the participation of research teachers in virtual scientific communities after the COVID-19 crisis, such as “professional social networks” (Academia.edu, LinkedIn.com, and ResearchGate). An evolution and improvement in the use of “bibliometric databases and citations of scientific publications” like “SCOPUS, Researcher ID, and Web of Science” were also revealed, confirming the positive impact of the COVID-19 health crisis on digital practices and the use of ICTE in the performance of teaching activities, and in the production of scientific articles. Altogether, these results suggest that institutions and universities must work to build a culture of digital, sustainable, and dynamic learning.
Rose Chibaya, Sisasenkosi Sibonokuhle Dube
This study investigates the impact of Information and Communication Technology (ICT) on enhancing parental and community involvement in mathematics education at Teacher Training Colleges (TTCs) in Rwanda. Despite advances in ICT integration in Rwandan education, its impact on parental and community engagement in mathematics remains underexplored. The study explores how ICT tools can enhance this involvement, which is crucial for reinforcing classroom learning. A mixed-methods approach was employed. Purposive sampling was used to select 20 TTC tutors, 100 student teachers, 80 parents, and community members. Data was collected using surveys, semi-structured interviews, and focus group discussions. Descriptive statistics and thematic analysis were used to analyze the data. ICT tools like Google Classroom, Zoom, Khan Academy, and communication platforms such as WhatsApp were used for the study. Findings show that these tools facilitate communication, allowing parents to track student progress, access resources, and engage with teachers. This has led to improved student performance and motivation. ICT also supports community-based initiatives, like online study groups, that extend learning beyond school hours. The study suggests that increased ICT use can contribute to better-trained teachers, improved mathematics outcomes, and a stronger educational foundation in Rwanda.
Aktharuzzaman
Student enrolment at the tertiary level in Bangladesh is increasing to support the rapidly emerging economy. Due to limited budget allocation, insufficient infrastructure support, and a high teacher-student ratio, class sizes have expanded significantly, raising a serious pedagogical issue: conventional lecture-based approaches, commonly used in Bangladeshi contexts, are failing to meet students' demands for conceptually rich, complex subjects like Physics, leading to rote learning, limited conceptual understanding, and a decline in student interest. Considering the limitations of the Bangladeshi tertiary-level college system, this study explores the prospect of Interactive Lectures (IL) as a paradigm-shifting approach for large Physics classes. This study highlights a significant gap in pedagogical practice in Bangladesh by critically reviewing the existing international literature on IL methods, including technology-enhanced Audience Response Systems (ARS), interactive lecture demonstrations, and peer instruction. Through a critical examination of current teaching practices and contextual challenges, including examination-driven curricula, inadequate infrastructure, and excessive faculty workload, the author proposes an integrated action plan that includes pre-class, in-class, and post-class activities using available technologies. The study concludes that, despite systematic challenges, implementing IL can create a more active, student-centered learning environment, potentially reversing the trend of disengagement in science education and better aligning with the objectives of Bangladesh's National Education Policy (2010).
Ala Margwa Carlos, Dr. Yakubu Suleiman, Ibrahim Adamu Gatugel, Minkailu Abubakar Amadu, Mohammed Adamu, Suleiman Saidu Babale
This study investigates the influence of social media usage on the academic performance of students in Adamawa State College of Health Science and Technology, Michika. With the proliferation of digital platforms among Nigerian students, understanding how these tools impact learning outcomes has become increasingly important. A sample of 150 students across nine departments, including Pharmacy Technicians, Medical Laboratory Technology, Nutrition and Dietetics, and Health Education and Promotion was surveyed using structured questionnaires. The study employed descriptive statistics, Pearson Product-Moment Correlation, and regression analysis to examine the relationship between social media usage patterns and cumulative grade point average (CGPA). Findings revealed that academic-oriented social media usage (e.g., WhatsApp, YouTube, and Telegram) positively correlated with higher CGPAs, particularly among students in technical departments. In contrast, entertainment-driven usage (e.g., TikTok, Facebook, and Snapchat) showed a significant negative correlation with academic performance. Social interaction usage had no statistically significant effect. The results underscore the importance of intentional digital engagement and suggest that the academic impact of social media depends largely on how students utilize these platforms. The study concludes that while social media is a pervasive tool among students, its influence on academic success is shaped by purpose and discipline. Recommendations include integrating digital literacy into curricula, promoting academic use of social media, and establishing mentorship programs to guide responsible usage.
Mohamad Hidir Mhd Salim, Mohd Aizuddin Saari, Muhamad Fadhli Ramlee, Nur Atiqah Jalaludin
In the era of rapid digital transformation, the role of teachers extends beyond classroom instruction to include designing innovative digital learning materials. This study explores how pre-service teachers perceive the teacher’s role in digital innovation, particularly in creating engaging and relevant digital learning content and drawing on qualitative data from 42 participants enrolled in a postgraduate teacher education programme in Malaysia, an open-ended online reflection was used to gather participants’ views. Data were analysed thematically following Braun and Clarke’s six-phase framework. Three central themes emerged: (1) teachers as designers of digital learning materials tailored to learners’ needs; (2) technological competence and innovation culture; and (3) collaboration and knowledge sharing as enablers of digital practice. Findings indicate that pre-service teachers view teachers as proactive creators who require not only technical skills but also pedagogical creativity, reflective practice, and institutional support. The study proposes a conceptual framework linking digital design, technology integration, and professional collaboration as key components of teacher-led innovation. These insights contribute to understanding how future educators situate themselves within the digital landscape and provide guidance for improving teacher education curricula, professional development, and policy frameworks supporting digital transformation in education.
Charmaine P. Pagonzaga, Ma. Fe. D. Opina, Nenita I. Prado
Early childhood educators play a pivotal role in child development, particularly in brain development, which is known to be significantly advanced by age five. This study explored the impact of instructional leadership practices, communication skills, and collaborating skills among early childhood educators in the Philippines, a context where early childhood education integration into the K12 curriculum is a recent development. The participants of the study were the 300 Early Childhood Educators both in the private and public schools from the province of Bukidnon, Philippines. Descriptive correlational and causal comparative research designs were employed in the study. Stratified random sampling was used to ensure the representativeness of the sample. The Early Childhood Educators competently applied the particular aspects of instructional leadership strategies. Communication skills are generally perceived as effective across various domains, including verbal, non-verbal, written, and visual communication. The collaborating skills are effective in both internal and external contexts. Early Childhood Educators' performance is significantly predicted by professional development, verbal communication, visual communication, and collaborative skills. The best-fitting causal model on the performance of Early Childhood Educators is anchored on non-verbal communication, professional development, visual communication and written communication, as mediated by collaboration skills and verbal communication. This model is called CHARMAINE PAGONZAGA’S Model on the Performance of Early Childhood Educators.
Dr. Rubina Sharma, Dr. Sanjay Sharma, Jyoti Bala
This study investigates the association between stress levels and mental health among COVID-19 infected hospitalised male patients in Himachal Pradesh. Utilizing a linear regression model, the study examines whether elevated stress levels are significantly linked to diminished mental health outcomes. To ensure sample diversity, data were collected from 100 hospitalised male patients across five districts: Lahaul-Spiti, Kullu, Mandi, Una, and Shimla. Statistical analysis revealed a significant negative correlation, indicating that higher stress levels were associated with poorer mental health, which in turn deteriorated the psychological health status of this population. These findings underscore the importance of integrating psychosocial support into clinical care, particularly during public health crises such as the COVID-19 pandemic.
Kris Carlo P. Piccio
This study examined the influence between job satisfaction, organizational commitment and career aspiration among secondary school teachers in the Department of Education (DepED). Driven by the hesitation of teachers to seek higher career roles, the research investigated whether job satisfaction and organizational commitment correlate with recognition; leadership goals; and pursuit for higher education. The study employed a descriptive-correlational design. Data was gathered through online survey questionnaires. The statistical tools utilized in this study were mean, standard deviation, Pearson’s r and multiple regression analysis. Results indicated high levels of job satisfaction, organizational commitment as well as career aspiration. Further, job satisfaction and organizational commitment were found to have moderate positive correlation with career aspiration. Furthermore, multiple regression analysis revealed that both job satisfaction and organizational commitment influence career aspiration. Thus, the high levels of job satisfaction, organizational commitment and career aspiration indicate teachers who are fulfilled, loyal and motivated to grow within DepED. Moreover, job satisfaction and organizational commitment only contribute to a small variability in career aspiration. Other factors may be investigated.
Judith Ejemen Eromomene
Good school leadership plays an important role in the quality of education and how well students perform. However, this review looks at the leadership practices of head teachers in both urban and rural primary and secondary schools in Edo State, Nigeria, and how these practices affect school performance. Moreso, using information from research studies, government records, and international education guidelines, the paper explores how leadership style, management of resources, teacher motivation, and community involvement shape learning outcomes. Conversely, the findings show that urban head teachers often have better infrastructure, internet access, and more training opportunities, while rural head teachers, despite having fewer resources, are strong at building close relationships with their communities. Hence, the review calls for more focused leadership training, fair distribution of resources, and stronger Education Management Information Systems (EMIS) in order to improve school performance in both urban and rural areas. Therefore, these recommendations are relevant not just to Nigeria, but to other developing education systems worldwide, and they support United States educational development goals under the EB2 NIW framework.
Joyline D’Mello, R. Marsetio Hadi Kusuma Negara, Suryadi, Teddy Gama Ucok, Timotius
This study aims to analyze the influence of leadership, work motivation, work environment, competence, and job satisfaction on employee performance at PT. GKS, a shopping building management company in Tanah Abang. Using a quantitative approach with an explanatory survey design and Structural Equation Modeling-Partial Least Squares (SEM-PLS) analysis on PT. GKS employees, the results of the study indicate that the five independent variables have a positive and significant influence on employee performance. Specifically, job satisfaction is proven to be the most dominant variable that influences employee performance (coefficient = 0.364; T = 2.789; P = 0.005), followed by work motivation (coefficient = 0.264; T = 2.222; P = 0.026) and work environment (coefficient = 0.245; T = 1.968; P = 0.043). Meanwhile, leadership (coefficient = 0.071; T = 1.965; P = 0.013) and competence (coefficient = 0.042; T = 2.339; P = 0.034) have a positive but relatively small influence. This research model shows substantial explanatory power with an R² value of 0.574 and strong predictive power with a Q² value of 0.574. The novelty of this research lies in confirming the dominance of job satisfaction in the building management sector as well as the methodological contribution in highlighting the predictive value (Q²) of the model. Drawing from the conclusions, these findings underscore that job satisfaction emerges as the primary driver, fostering fair compensation, harmonious relationships, and recognition to boost performance amid routine operations. While leadership and competence play supportive roles, the model's robust explanatory (R² = 0.574) and predictive (Q² = 0.574) capacities offer practical insights for HR strategies, emphasizing targeted interventions to enhance overall employee outcomes in similar sectors.
Kurnaemi Anita, Muhammad Isra Syarif, Muhammad Nirwan Idris
Purpose The roles of lecturers' teaching styles and students' learning styles remain uncertain regarding their impact on academic performance. This study investigates the effects of these styles on academic achievement among religious students, aiming to develop new strategies for the teaching and learning processes. Methodology The participants in this research were religious students from South Sulawesi, Indonesia, who actively engaged in their studies from 2021 to 2024, comprising a total of 754 individuals (43.5% male, 56.5% female). The data is analyzed using SEM-PLS software. Findings The findings indicate that neither of these variables significantly influences academic achievement unless mediated by intelligence. Intelligence acts as a mediating variable, facilitating the influence of lecturers' teaching styles and students' learning styles on academic performance. The researchers argue that lecturers play a crucial role in delivering instructional content through appropriate methods, designing engaging learning activities, and providing memorable educational experiences for students. Novelty This study is the first to compile 7 variables that are presumed to influence academic achievement, using 2 mediating variables. Significance This study suggests that innovations in teaching practices and enhanced student interactions are crucial for fostering intelligence. Such developments enable students to absorb knowledge effectively, refine their abilities, and cultivate the learning experiences acquired in class, which are essential for navigating future professional environments.
Jo-Ann Y. Solomon, Lorelle C. Parcon
The research aimed to explore and understand the lived experiences of Grade 1 teachers in managing parental involvement in student learning. The purpose of the study was to explore the lived experiences of Grade 1 teachers as regards in managing parental involvement in student learning, the coping mechanisms of Grade 1 teachers with the challenges encountered, and the insights participants can share with the academe and the community. The study utilized a qualitative phenomenological research design and drew on the experiences of Grade 1 teachers coming from public elementary schools in Davao del Oro. A validated interview guide was gathered among Grade 1 teachers, and the study methods used include focus group discussions and in-depth interviews to delve into the experiences of the participants. Data were analyzed qualitatively using Colaizzi’s method to derive the most emergent theme per research question. This study found that Grade 1 teachers experienced and used strengthening parental engagement, navigating parent-teacher partnership, varied constraints encountered, collaborative support for foundational skills, and adaptive strategies employed. To cope with the challenges, Grade 1 teachers maximized their ability to become value-laden educators, observing boundary-setting relationships, practicing resiliency, and sustaining support systems. Further, participants shared insights with the academe and the community, revealed the need for enhancement of school-parent engagement programs, and the necessity of community and government support for stakeholders.
Amusa Sesan, Ayeni Olayinka, Nwagwo Alexander, Ogiugo Mike E, Olusan Bolanle, Omikunle Oluwafisayo
Traffic jams in Lagos Metropolis are at critical levels, causing annual economic losses estimated in billions of naira and significantly impacting the standard of living. Using Model Predictive Control (MPC), this paper provides a detailed mathematical approach to simulate and enhance metropolitan traffic flow. By adapting the Cell Transmission Model (CTM) to the unique characteristics of Lagos' road networks, we develop a macroscopic traffic flow model. The proposed MPC system integrates real-time traffic data, predictive capabilities, and constraint management to optimise signal timing and traffic routes. The results indicate that the MPC-based method reduces queues by 24%, increases network throughput by 28%, and decreases average travel time by 32%, compared to traditional fixed-time control methods. The model accounts for Yaba and Sabo Areas specific challenges such as mixed traffic composition, informal public transportation networks, and infrastructural constraints.
Jevitha Balasingam, Puvaneswary Vasuthevan, Siti Nur Diyana Mahmud
This systematic review analyses the importance and potential of best practices for nature-based science instruction in science education. Nature-based instruction refers to teaching practices that incorporate the natural environment through outdoor activities, environmental exploration, and interaction with nature. The study identifies effective strategies that enhance student learning by leveraging environmental contexts. Following PRISMA guidelines, 20 empirical studies published between 2013–2024 were analysed. Findings highlight inquiry-based learning, project-based learning, field trips, outdoor and garden-based learning, and nature-integrated classroom settings as best practices. Empirical evidence demonstrates that nature-based instruction fosters deeper scientific understanding, engagement, and environmental stewardship across diverse student populations. Implications are discussed for curriculum design, teacher preparation, and education policy.
Liana Musekiwa, Loveness Dube
This study sought to analyse facilitators’ pedagogical preferences in the teaching of Agriculture in inclusive Grade 6 Agriculture classes with specific reference to physically challenged learners. The researcher adopted a qualitative, descriptive case study design, which employed a triangulation of interviews, document analysis, and participant observation as data collection methods. A sample of three purposively sampled facilitators and ten learners from Domboshava, Mashonaland East, participated in the study. It emerged from the study that whilst some facilitators were aware of the need for individualization in inclusive classes, others were setting conditions for its provision. The study also revealed that whilst some facilitators exhibited sound subject-content knowledge, their pedagogical content knowledge left a lot to be desired. The application of learner-centred pedagogies like project-based learning (PBL), collaboration, demonstration, and question and answer was evident from the study. However, it also emerged that the application of such pedagogy was flawed. It was also clear from the study that physically challenged learners exhibited a relatively dwindling enthusiasm during the agriculture practical. Findings from the study implied that facilitators could do well by regarding the holistic study of the child as the basis for pedagogical selection. Facilitators might also need to apply differentiation as a responsive, inclusive pedagogy not only in Agriculture theory sessions but also in practical sessions. There might be a need for facilitators to practice reflective teaching to enhance pedagogical practices. Mainstream school administrators could also help the situation by maintaining the recommended facilitator: learner ratio for inclusive classes and also mobilising parents to augment schools’ efforts. Pre-service Teacher Education could also help by considering Special Needs Education as a stand-alone course in professional studies. Facilitators who have not gone through the Theory of Education courses are also encouraged to undertake various forms of Continuous Professional Development to enhance their pedagogical-content knowledge in handling classes with physical exceptionalities.
Edgar B. Manubag
This study explored the viability, economic potential, and environmental impact of implementing a solar photovoltaic (PV) system at Notre Dame of Dadiangas University – Glamang Campus (NDDU-GC). Using secondary data and institutional energy records, the research estimated that a 344-kW system, composed of 860 panels installed on a 1,723.459 m² rooftop, could generate between 450,775 and 565,020 kWh of electricity annually. The estimated installation cost was PHP 18.92 million, with projected annual savings of PHP 6.01 million based on prevailing electricity rates. The investment was projected to break even within three to five years. The transition to solar energy was also expected to reduce carbon emissions by over 360,000 kg per year, bringing notable environmental benefits, such as decreased fossil fuel reliance and lower greenhouse gas emissions. In addition to economic and environmental gains, the project supported local employment by requiring full-time maintenance personnel. The findings emphasized the potential of academic institutions to lead in clean energy initiatives and climate action. It was recommended that NDDU-GC expand solar adoption across additional campus facilities and use the project as a platform to strengthen environmental education. Promoting awareness through campus-wide campaigns, integrating sustainability topics into academic programs, and engaging both internal and external stakeholders were also encouraged. Finally, it was advised that system performance be continuously evaluated, and future innovations—such as energy storage or smart grid integration—be considered to enhance long-term efficiency and sustainability further.
Ikenyiri, Chukwunedum Joseph Ph.D
Nigeria stands at a cultural crossroads where youth fashion, freedom of expression, and public etiquette intersect. The widespread normalisation of dreadlocks, tattoos, sagging trousers, and indecent dressing among Nigerian youths has transformed cultural symbols into contested expressions of defiance and deviance. This study, anchored in Bronfenbrenner’s Ecological Systems Theory and Blumer’s Symbolic Interactionism, explored the influence of youthful appearance on public etiquette and societal sanity and examined how early childhood education (ECE) can serve as a moral reorientation tool. Using a qualitative descriptive design involving observation and survey methods, 100 youths across five states—Imo, Bayelsa, Delta, Rivers, and Enugu—were studied. Data revealed that 36% of youths engaged in sagging, 27% wore dreadlocks, and 22% had multiple piercings. Behavioural observations indicated confidence (67%) but confrontational tone (24%), often in public spaces where 57% of interactions occurred near children. Findings suggest a blurring of moral boundaries and the replication of deviant visual culture among impressionable minors. The study concludes that moral education must begin early, integrating etiquette, modesty, and civic values in the ECE curriculum. Recommendations include national dress codes for institutions, parental reorientation, ethical policing, and regulatory oversight of youth-targeted media. These interventions, if implemented systematically, can re-align public conduct with moral integrity and restore Nigeria’s cultural equilibrium.
Aminath Shafiya Adam, Ifaad Waheed
This review examines the public willingness to embrace fiscal reforms in Small Island Developing States (SIDS), with a particular focus on lessons applicable to the Maldives. The review synthesizes insights from peer-reviewed articles, institutional reports, and relevant case studies to explore the factors that influence public acceptance of fiscal policy changes in developing island contexts. The review was conducted in accordance with PRISMA guidelines. Literature was sourced from eight databases, including JSTOR, Scopus, Web of Science, Google Scholar, IMF eLibrary, World Bank, ADB Knowledge, and OECD iLibrary. Search terms combined variations of “fiscal reform,” “tax reform,” “public acceptance,” “public willingness,” and “SIDS” or “developing countries.” An initial pool of 3,310 results was narrowed down to 64 studies after screening titles, abstracts, and full texts. Inclusion criteria required relevance to public attitudes toward fiscal reform in SIDS or comparable contexts, while papers with only technical or macroeconomic analyses were excluded. A structured matrix was used to extract data thematically. PRISMA’s four-phase flow was followed to ensure transparency in article selection. Findings reveal that successful fiscal reforms in SIDS are driven more by political-economic factors such as institutional trust and equitable burden-sharing, than by technical design. Caribbean SIDS like Jamaica and Barbados offer practical models through their emphasis on stakeholder engagement and social protection mechanisms. The study highlights a critical gap in empirical research on public attitudes toward fiscal reform in SIDS and underscores the need for locally grounded, people-centered approaches in the Maldivian context.
Brian Nyangaresi Omwene, Dr. Mary Consolata Shinali, Dr. Mukolwe Asakhulu Newton
The Competency-Based Curriculum (CBC) in Kenya emphasizes the development of practical skills, critical thinking, and creativity, shifting away from traditional content-based education. Despite this focus, the relationship between pupils’ creativity and their achievement goals under the CBC remains underexplored. This study examined the relationship between pupils’ creativity and their achievement goals in public primary schools in Kisii-Central Sub-County, Kenya. The study was guided by the Divergent Theory of Creativity and employed a correlational research design. The target population consisted of 3,923 Grade 6 pupils from 75 public primary schools in Kisii-Central Sub-County. A sample of 350 pupils was selected using stratified and simple random sampling techniques. Data were collected using a structured questionnaire designed to measure pupils’ creativity, with achievement goals assessed using school-based CBC assessment scores. The findings revealed a statistically significant negative relationship between creativity and achievement goals (r = -0.241, p < 0.01), indicating that pupils with higher creativity levels tend to set lower achievement goals. This result challenges conventional assumptions about the role of creativity in achievement goals and suggests that creative pupils may prioritize skill mastery and intrinsic motivation over external performance metrics. The study recommends that educators and policymakers revise assessment frameworks to better capture and reward creativity, ensuring that creative pupils are supported in balancing their innovative approaches with measurable academic outcomes.
Arzizul Antin, Azaredin Othman, Dg Norizah Ag KifleeDzulkifli
This concept paper examines the relationship between Artificial Intelligence (AI) readiness and teacher motivation among secondary school educators in Sabah. AI is conceptualized as machine-based systems embedded with algorithms that simulate human cognition, deliver rapid responses, analyze learning data, and adapt to individual learner needs. Teacher motivation, in contrast, is defined as the internal drive that influences behavior, emotions, and cognition in accomplishing professional tasks. Adopting a quantitative, non-experimental survey design, this study employs questionnaires as the primary data collection instrument. The anticipated findings suggest an absence of a significant relationship between AI and teacher motivation. Despite this, the study is expected to yield valuable insights for policymakers and educational stakeholders, particularly the Ministry of Education Malaysia, in formulating effective training programs and intervention strategies to enhance teacher professionalism in relation to AI adoption. By addressing the intersection of AI and motivation, this study contributes to the discourse on digital transformation in education and provides a foundation for future empirical research in the Malaysian context.
Chang Myong Ri, Jin Hyok Kim, Kum Chol Jon, Nam Hyok Kim
In traditional face to face education, teachers can perform lessons and students do experiments under the teacher's guidance as reflected in the curriculum, but it is difficult for distance education students to perform experiments because of the inadequate conditions for conducting experiments in the curriculum, unlike traditional education. The remote experiment is highly effective because it is possible to conduct experiments while controlling experimental equipment through the network, overcoming the shortcomings of the past when students in distance education were difficult to conduct experiments without having experimental equipments. This paper proposes a solution to the problem of implementing a remote experiment system to provide an experiment that is an important teaching form for improving the practical abilities of students in distance education. In this paper, we have designed the flow of experiment in detail and built a real-time video conversation using WebRTC technology to provide instructor guidance and team interaction during the remote experiments, and we have described a method for implementing web-based experimental equipment control and monitoring without need of installing any software.
Antoine SOCPA, Verdiane KOUMATOUO YEMATA
Widowhood rites are a set of cultural practices prescribed to the surviving partner in a couple when one of them passes away. Historically, these rites were established to help the widower or widow cope with this painful transition, to honor them, and to facilitate their reintegration into society. However, in the contemporary context, these practices are increasingly criticized, particularly due to their perceived degrading and humiliating nature—especially for women, who are subjected to a longer and more restrictive ritual process. This gender disparity is partly attributed to the patriarchal structure of most African societies, to which the Babadjou community belongs. The recent increase in complaints against these rites raises a crucial question: Do widowhood rites still hold significant value in today’s society? This research adopts a qualitative approach, using a methodology that includes document analysis, in-depth individual interviews with widows and widowers, heads of families, and community or religious leaders in the West Region of Cameroon, as well as participant observation of certain widowhood ritual scenes. The aim of this study was to understand the origins of these rites, examine how their practice has evolved over time, and assess their current relevance in the society in question. The findings reveal that widowhood rites still carry a strong cultural significance within the Babadjou community, where traditional and religious authorities hold them in high regard due to their ancestral legitimacy. Nevertheless, due to scientific and technological advances, several changes have been observed: some rites considered too difficult or nearly impossible today have been abandoned, and there is a general trend toward making the process less burdensome. Field data reveals a growing sense of distress, particularly among widows, who denounce certain abuses they deem degrading and inhumane—calling into question the rites' role in promoting family cohesion and managing grief. While change is underway, it remains insufficient in the face of the serious grievances raised. As such, a collaborative initiative involving political, traditional, and religious authorities on one hand, and family actors on the other, appears essential to establish a cultural transformation that strikes a balance between preserving ancestral heritage and respecting widows’ individual rights.
Hadzley Abu Bakar, Mohd Basri Ali, Nur Ana Rosli, Safarudin Gazali Herawan, Shaiful Anwar Ismail, Siti Rahmah Shamsuri, Umi Hayati Ahmad
Work-Based Learning (WBL) is an educational model that emphasises hands-on industry training to prepare students for professional demands. However, many students experience a mismatch between their abilities and industry expectations, often requesting placement changes within the first six months. This paper adopts an autoethnographic approach, drawing on three cohorts of engineering students to reveal a recurring pattern of narrative manipulation aimed at exiting WBL placements. These behaviours often stem from struggles in managing the socio-emotional realities of work life. In response, this study critiques overly structural WBL models and introduces the WBL Scaffolded Resilience Management (WSREM) framework, a multi-semester intervention beginning in the first semester. Each term, the WBL coordinator visits classrooms to share real-world narratives and set expectations for future placements. Students are briefed on the mental and physical readiness required to navigate a one-year WBL experience. Initial implementation of the framework revealed high dropout intentions where nine students in the first year and six in the second. However, in the third year, only two students considered early withdrawal, highlighting the framework’s effectiveness. The WSREM approach, grounded in progressive advising, expectation setting, and peer-to-peer storytelling, equips students with the resilience and behavioural awareness needed to face, rather than escape, workplace challenges. This project is developed based on a case study conducted at the Faculty Teknologi dan Kejuruteraan Industri dan Pembuatan (FTKIP), Universiti Teknikal Malaysia Melaka (UTeM), providing a Malaysian perspective on enhancing WBL resilience through structured emotional and behavioural preparation.
Catherine Julia Gatwiri, Mukolwe Newton (PhD), Mwaura Kimani (PhD)
Adolescence is a critical period in which learners develop their self-understanding and beliefs about their academic abilities. In Kenya, public secondary schools play a central role in shaping how students perceive their competence, worth, and potential. School connectedness—the sense of belonging, peer support, and teacher encouragement—has been highlighted as one of the strongest protective and motivational factors for students. Despite this, many students continue to struggle with low academic self-concept, raising concerns about the extent to which the school environment fosters positive learning identities. This study investigated the influence of school connectedness on students’ academic self-concept in public secondary schools in Nairobi County, Kenya. The study was anchored on Bronfenbrenner’s Ecological Systems Theory (EST), which explains how different dimensions of the school environment influence learners’ developmental and behavioral outcomes. A correlational research design was adopted to determine the relationship between school connectedness and students’ academic self-concept. The target population included class teachers and students from selected public secondary schools in Nairobi County. From this population, the study sampled students and class teachers using stratified and simple random sampling techniques. Data were collected using questionnaires and interviews, with pilot testing undertaken to ensure validity and reliability of the instruments. Quantitative data were analyzed using descriptive statistics (mean, frequencies, and percentages) and inferential statistics, specifically Pearson correlation and regression analysis, at a significance level of 0.05. Qualitative data from interviews and open-ended responses were subjected to thematic content analysis. The findings revealed a positive and significant correlation between school connectedness and students’ academic self-concept (r = .461, p < 0.01). Regression results further demonstrated that dimensions of connectedness, particularly teacher support and peer relationships, significantly predicted students’ academic self-concept. The study concludes that school connectedness is instrumental in shaping students’ academic self-perceptions in Nairobi County. Strengthening teacher-student relationships, fostering positive peer networks, and cultivating a strong sense of belonging are recommended as key strategies to improve students’ academic self-concept.
Dr. Kimosop Esther
The paper focuses on the use of play materials to support play method of teaching Religious Education subject to primary school children for acquisition of knowledge and skills. Teachers require play materials to be able to explore hands-on, interactive, and engaging way to explore abstract religious concepts and stories among primary school learners. Teaching requires use of play materials to make learners understand abstract concepts real and concrete. The theoretical framework of the study was guide by two theories; Vygotsky’s Sociocultural Theory perspective and Cognitive Developmental Theory by Jean Piaget . The study was carried out in Baringo Central Sub County. The objective was to determine the availability and adequacy of play materials to enhance the teaching of Religious Education content. The target population comprised 272 teachers in 136 primary schools in Baringo Central Sub-County. Descriptive survey design was used. Simple random sampling technique was used to identify the respondents. A sample size of 82 teachers was utilized for the investigation. Questionnaires were used for data collection. Data analysis was done using descriptive statistics to determine frequencies and percentages. Play method through use of play materials in primary schools is widely accepted as a mode of teaching and learning. Children playful behavior has been found to positively affect their brain development and learning ability (Dewar, 2015). The play materials that can be used to facilitate effective teaching in Religious Education are; Modelling of Objects, Story Telling Flips, Role Play Materials, Games, Visual Materials, Touch Materials, Use of Dolls, and Object Constructions. Therefore, the importance of play materials on a child’s learning at this level cannot be ignored. Play materials in primary schools are required to support child play activities and to acquire knowledge and skills enabling them understand religious concepts. Various categories of child play do exist in primary schools, and the main ones that help to facilitate learning include: cognitive play, sociodramatic play, gross-motor play, language and literacy play, fine-motor play (Frost et. al., 2010). These categories of child play are reported to contribute increase motivation and enable acquisition of knowledge and skills.
Dan Zohar E. Mahilum, Gladys S. Escarlos
This systematic literature review explores the influence of collaborative learning strategies on academic achievement and student engagement among secondary school students in the Philippines. Grounded in Vygotsky’s Sociocultural Theory, the review synthesizes findings from five peer-reviewed studies published between 2021 and 2024. These studies investigated a range of collaborative approaches, including Think-Pair-Share, peer tutoring, structured group discussions, cooperative reading tasks, and hybrid models that combine collaborative and individual learning. The analysis reveals that collaborative learning consistently supports improved academic performance across disciplines such as science, mathematics, reading, and economics. Students exposed to collaborative strategies demonstrated higher test scores, deeper critical thinking, and increased motivation to learn. Moreover, these approaches fostered positive behavioral and emotional engagement, evidenced by greater participation, peer communication, and classroom involvement. While contextual factors such as grade level influenced outcomes, the overall results affirm the value of collaborative learning as an effective pedagogical approach in 21st-century education. The study highlights the importance of integrating social interaction into instructional design to promote both cognitive and social-emotional growth.
He Zhenge, Zaharul Lailiddin Bin Saidon
With the deepening and development of China’s new round of curriculum reform, senior high school education has increasingly emphasized the comprehensive cultivation of students' overall quality, covering morality, intelligence, physical fitness, aesthetics, labor, and cultural literacy. As an important part of senior high school education, music courses are not only a key carrier for enhancing students' aesthetic taste but also effectively relieve academic pressure and enrich their spiritual world. However, current senior high school music education in China still faces many practical difficulties, such as insufficient school attention, weak students' interest in music learning, poor reserve of music theoretical knowledge, unclear assessment criteria for music appreciation ability, and insufficient consideration of the feasibility of teaching reforms in different regional contexts. These problems have seriously restricted the improvement of students' music appreciation ability. Based on teaching practice, integrated with global research on music pedagogy and aesthetic education, as well as cognitive and affective learning theories, this paper explores effective strategies for enhancing senior high school students' music appreciation ability from four dimensions: concept transformation, method innovation, resource integration, and evaluation optimization. It also clarifies the assessment criteria for music appreciation ability and analyzes the feasibility of reform implementation in urban and rural schools, so as to provide more comprehensive and practical reference for the reform of senior high school music teaching.
Ali Hafizar Mohammad Rawi, Mohamad Zahir Zainudin, Muhammad Zaki Zaini, Sazelin Arif
Doctoral non-completion among academic staff presents a persistent challenge for higher education institutions seeking to maintain competitiveness and leadership capacity. This study explores strategies for transforming doctoral non-completion into academic leadership empowerment within a Malaysian university context. Using a qualitative case study design at Universiti Teknikal Malaysia Melaka (UTeM), data were collected through semi-structured interviews with three senior academic leaders. Thematic analysis revealed three interrelated strategies which are structured personal development, empathetic and collaborative culture, and faculty development and career advancement. These strategies collectively reposition non-completion as a developmental pathway rather than a terminal setback. Findings align with Malaysia’s Education Blueprint (Higher Education) 2015–2025 and AKEPT’s leadership agenda. The noble purpose of this study is to provide actionable insights that enable universities to retain talent, safeguard institutional reputation, and accelerate leadership capacity while doctoral completion remains in progress.
Aileen A. Monares, Nenita I. Prado
Nursing students navigate a demanding academic environment characterized by intensive coursework, clinical training, and patient-care responsibilities, which often result in heightened stress and may impact their academic performance. Therefore, this study aimed to investigate the relationship between stress management practices, work climate, technology use, and academic performance among nursing students in higher education institutions (HEIs). This study utilized descriptive correlational research design, and gathered data using researcher-made survey questionnaires administered to nursing students in HEIs in the province of Davao del Sur. Findings revealed that students reported favorable levels of stress management practices, a supportive work climate, and the effective use of technology, with academic performance rated satisfactory. Furthermore, correlational results showed significant positive relationships across all variables. Hence, these findings emphasize the importance for HEIs to strengthen stress management initiatives, nurture a positive work environment, and maximize technology integration to further enhance the academic performance of nursing students.
An-Nur Sofiya Ardina Mohd Tajuddin, Erney Nur Khalishamila Adnan, Mastika Nasrun, Nurus Sakinatul Fikriah Mohd Shith Putera, Puteri Elena Atheera Shamsul Izwan, Qurnea Hasmy Edy Hasmy
Clinical Legal Education (CLE) has become a defining element of contemporary legal training, transforming how law schools prepare students for professional practice. Traditional doctrinal teaching, while foundational, has long been criticized for its limited capacity to equip future lawyers with the skills, ethics, and social awareness necessary for effective lawyering. CLE bridges this gap by embedding students in real or simulated legal settings where they can apply substantive law, engage with clients, and confront ethical dilemmas firsthand. Legal aid clinics—often hosted within universities— represent the most prominent form of CLE, simultaneously serving pedagogical and social justice functions. They provide law students with structured, experiential learning while extending legal assistance to underserved communities, thereby advancing the global commitment to access to justice under Sustainable Development Goal 16. This paper provides a comparative analysis of university-based legal aid clinics in Malaysia and the United States, examining how their structures, operations, and pedagogical goals reflect differing institutional and legal traditions. Employing a qualitative and comparative methodology, the study draws on scholarly literature, institutional reports, and academic commentaries to map the organization, curriculum integration, and student participation models in both jurisdictions. Findings indicate that while both systems recognize the pedagogical value of clinical education, their levels of institutionalization differ markedly. In the United States, CLE is a wellestablished and mandatory component of legal education, supported by accreditation standards and evaluated through learning outcomes. In contrast, Malaysian legal aid clinics remain largely cocurricular, relying on voluntary participation with limited academic credit and inconsistent integration into the law curriculum. Despite these structural differences, both countries share a commitment to cultivating law students’ professional identity, ethical competence, and community engagement through practical exposure. The comparative analysis underscores that Malaysia’s CLE framework can be strengthened by embedding legal aid clinics into formal curricula, supported by clear policies, supervision protocols, and sustainable funding models. Drawing lessons from the U.S. experience, the paper concludes that integrating CLE as an assessed academic component will not only enhance the quality of legal education in Malaysia but also reinforce the role of universities as agents of social justice and civic responsibility.
Shahrizal M Zin
Teaching international law is not just an important endeavor; it is essential in our increasingly interconnected world. This field goes far beyond conventional academic study; it equips law students with critical tools to tackle global challenges through the lens of international legal principles. By seamlessly integrating domestic and international legal frameworks, international law enhances core subjects traditionally taught in law schools, such as constitutional law, criminal law, and contracts. This paper seeks to illuminate both the profound benefits and pressing concerns associated with the teaching of international law in Malaysian universities. While underscoring the transformative advantages of imparting this vital knowledge, it also confronts the tangible challenges prevalent in the Malaysian legal education landscape. Drawing on over a decade of experience at a leading Malaysian law school, this paper provides valuable insights into the benefits and concerns of teaching and learning international law. Ultimately, it offers actionable recommendations designed to elevate international law education and better equip graduates for their pivotal roles in global legal systems.
Evelyn B. Modesto
Education in this era fosters 21st-century skills to face the challenges and opportunities of today (Begum & Liton , 2018). This study aimed to assess the 21st-century skills of teachers of state universities and colleges in the MIMAROPA region as a basis for the formulation of a training enhancement program. The assessment included evaluations from both students and teachers regarding their 21st-century skills, which were based on the following areas: critical thinking, creativity, communication, collaboration, character, citizenship, and digital literacy skills. The purpose of this study was to find a significant difference in the degree of 21st-century abilities between teachers who were assessed by themselves and students. The researcher used the descriptive approach to characterize the instructors' 21st-century talents, as well as the substantial difference in 21st-century skill levels when respondents were judged by themselves and students. Findings revealed that teachers’ level of 21st-century skills as assessed by themselves in terms of creativity (4.57), collaboration (4.51), character (4.64), and citizenship (4.61) are very high. However, their critical thinking (4.29) and computer literacy (4.15) abilities are shown to be high. As assessed by the students, teachers' critical thinking (4.52), creativity (4.56), collaboration (4.53), character (4.61), and citizenship skills (4.61) are very high, while their communication (weighted mean: 4.48) and digital literacy (4.4) are found to be high. The study found no significant difference in teachers' 21st-century competencies as rated by themselves or their students.
Mentor Rrustemaj
The computer, in the beginning of its use, was seen as a passive tool, and not so important, and today it is an integral part of the teaching-learning process. As in all other fields, in the field of education - respectively in the process of teaching - learning, computer and internet play an important role. The latest case, when the Covid - 19 pandemic, has involved almost the whole world, the learning process is carried out at a distance (e - learning), were created, through various platforms, the virtual classrooms and much more, where in the meantime, in addition to other technologies, the computer together with the internet occupied an important place. The following tools were used for data collection: e-mail interview with teachers and electronic questionnaire (Google form) with pupils in two schools, elementary and lower secondary school. So the two hypotheses raised have been validated and tested through the SPSS program.
Al-shada B. Untong, Mayrada J. Abdulla, Mohammad Rajih P. Bih, Nasarolla E. Hassan, Shiernalyn S. Abraham, Wadiah A. Jaafar-Ali
This study explores how blended learning affects Arabic language learners at the college of Islamic and Arabic studies, MSU-TCTO. It seeks to answer these questions: what is the student’s demographic profile such as year lever, age, gender, and civil status? What challenge do they face in using blended learning? How do these challenges affect their engagement and progress? What benefits does technology bring to their Arabic learning? Using a descriptive survey method, data was gathered from mostly second-year, young, single female students. Challenges like poor internet, technical problems, information overload, and motivation issues were common. Despite these, students actively used digital tools and found technology helpful for studying. Findings showed that blended learning improved access to materials, increase confidence, allowed learning at their own pace, and enhanced interaction with their and peers. Overall, blended learning a positive impact on their Arabic studies. The study recommends improving internet access, providing technical support, training teachers, developing more digital content, and encouraging Arabic-speaking activities to strengthen blended learning for students.
Donald Shoko, Guwa Chikomo, Jean Sauveur Niyorumuri
As educational institutions strive for inclusivity, understanding effective teaching strategies is crucial for optimising learning outcomes for these learners. The study’s objectives are to examine how instructional methods affect learners with hearing impairments' academic performance of learners with hearing impairment, and identify the effective strategies that can be used to improve their educational outcomes. The study employed a descriptive survey design. Quantitative data was obtained from hard copy anonymous questionnaires. Findings indicate that instructional methods incorporating visual elements and interactive components significantly enhance the learning experience for learners with hearing impairments. The study reveals that technology, when integrated thoughtfully into teaching practices, can provide substantial support, although access and training remain critical factors influencing its effectiveness. Instructional materials such as captions and visual aids are highly regarded for their effectiveness in facilitating comprehension and engagement among learners. Despite the positive outcomes associated with tailored instructional strategies, challenges related to social engagement and peer interaction persist, indicating the need for comprehensive approaches that address both academic and social dimensions. The research underscores the importance of ongoing professional development for educators and emphasises the necessity of fostering inclusive environments that promote collaboration and understanding among all students. Ultimately, these insights aim to inform best practices in teaching learners with hearing impairments, ensuring equitable educational opportunities.
Chinwe A. Umeobi, Dereck-M A. Orji
Digital culture has opened new spaces for African languages to circulate, innovate and gain prestige beyond traditional literature and broadcast media. This study investigates how the Igbo language is being mobilized in three fast-growing digital art forms – memes, digital illustrations and graphic novels – to shape identity, humour, social critique and linguistic change. By investigating the interplay between language and the visual storytelling in the digital realm, it aims at uncovering the ways in which Igbo speakers creatively employ their language in these contemporary mediums. Anchored on Multimodal Discourse Theory (Kress and Van Leeuwen, 1996; 2001), the study examines how meaning is constructed through the interaction of multiple semiotic modes – language, image, layout and symbolism. A qualitative research design which combines content analysis of selected Igbo-based digital artworks is adopted to understand their interpretive perspectives. Analyzing the linguistic nuances which are embedded in Igbo memes and the visual narrative techniques employed in digital illustrations and graphic novels, the study seeks to elucidate the cultural significance and communication power of the fusion. The findings show that the use of Igbo linguistic forms in digital art serves as a medium of cultural continuity and identity negotiation in the digital era. The study concludes that the fusion of Igbo language and digital art enriches both artistic creativity and linguistic visibility thereby offering pathways for the preservation and global projection of Igbo cultural identity in digital age. It endeavors to contribute insights into the evolving landscape of Igbo language in the digital age thereby shedding light on how these digital art forms both reflect and shape cultural identity within Igbo-speaking communities.
Thanh Trung Pham, Thi Hai Ly Nguyen, Thi Thanh D.
This study aims to assess the impact of creative skills on students' career readiness, and analyze the role of skill groups: Core cognition, Professional knowledge, Motivation and personal characteristics, Practice processes and techniques, Collaboration and social skills, Environment and support system impact on creative skills. The survey subjects are 425 students of the Faculty of Fashion Design and Garment Technology, Hanoi University of Industry. Quantitative research methods were used through a survey questionnaire with a 5-level Likert scale processed by SPSS software. The research results show that creative skills have a positive and statistically significant impact on students' career readiness. At the same time, six factors: Basic thinking skills, Professional skills in the field, Self-management skills, Creative method skills, Collaboration - communication skills, Context exploitation - support skills all have a positive influence on creative skills. The study contributes theoretically by clarifying the mediating role of creative skills in the relationship between soft skills and career readiness.
C.K Sentillas, J. Sarino, M.K. Pitogo, R. Loquias
The experiences of elementary teachers in private institutions are complex and unique, influenced by various factors such as the school environment, curriculum, and student demographics. These teachers often face distinct challenges and opportunities that differ from those in public schools. This phenomenological research study explored the lived experiences of the elementary teachers in the partner school private institutions of the Institute of Teacher Education. Seven (7) teachers participated and were interviewed using a semi-structured interview guide. The data gathered were transcribed and analyzed using Moustakas' eight-step research approach. The findings reveal that the elementary teachers experienced challenges in teaching private schools, including dealing with student attitudes and behaviors, and multi-grade classes. The researchers concluded that despite the difficulties, elementary teachers remained hopeful. Their resilience and determination were evident in their unwavering commitment to their students’ education.
John Michael C. Evangelista, John Paul E. Palubon, Mark Russel G. Villaver, Shayne Marie B. Galgo, Shyra L. Sarasa
The main objective of the study was to determine the relationship between academic integrity and scholastic performance of senior high school students in Pindasan National High School. The proponents used a quantitative non-experimental particularly descriptive-correlational method of research and utilized the researcher – made questionnaires. The study employed statistical tools; Cronbach Alpha, Average Weighted Mean, Pearson-r, and T test. The respondents were composed of one hundred eighty two (182) senior high school students for the school year 2022-2023. It was determined that there is a significant relationship between academic integrity and scholastic performance of senior high school students in Pindasan National High School. It was found out that the level of academic integrity and scholastic performance of senior high school students is descriptively high. There is no significant difference on academic integrity and scholastic performance when grouped according to year level however there is a significant difference when analyzed by gender.
Mohamad Zulkifli Mohd Nor, Siti Nur Diyana Mahmud
Strengthening scientific literacy among teachers is a critical lever for improving science education quality and achieving national STEM aspirations. In Malaysia, ongoing curriculum reforms and assessment demands heighten the need to understand not only teachers’ factual scientific knowledge but also their scientific attitudes and how these dimensions vary across career stages. This study examines scientific literacy among primary science teachers by focusing on (a) factual scientific knowledge, (b) scientific attitudes, (c) differences in attitudes by teaching experience, and (d) the association between knowledge and attitudes. A structured questionnaire was administered to 59 teachers in Kuala Lumpur, and data were analysed using SPSS (v27). Overall factual knowledge was high, with item-level correct response rates predominantly exceeding 80%. Scientific attitudes were likewise high (M = 4.63, SD = 0.40). A one-way ANOVA indicated significant differences in attitudes across teaching-experience categories, with teachers in the 6–10-year band reporting the lowest mean score (M = 4.40) relative to other groups (M = 4.64–4.80), F (3,55) = 3.30, p = .03. Pearson’s correlation revealed a modest but statistically significant negative relationship between knowledge and attitudes (r = –.319, p = .014). The findings underscore the importance of career stage–responsive professional development, pedagogical approaches that integrate attitudinal objectives with content mastery, and the systematic incorporation of scientific literacy competencies into in-service training.
Abdul Qayuum Abd Razak, Mohd Khairul Nizam Mohd Aziz, Mohd Zaid Mustafar, Muhammad Faidz Mohd Fadzil
Academic motivation and burnout are critical issues that directly influence student learning and well-being in higher education. Motivation has been identified as a central factor that sustains persistence and academic success, whereas burnout, reflected in exhaustion and disengagement, undermines learning outcomes. This study examines the relationship between motivation and academic burnout among undergraduate students in Malaysian higher education institutions. Using a cross-sectional design, data were collected from 664 undergraduates through a structured questionnaire that measured five motivation dimensions (intrinsic, extrinsic, task value, self-efficacy, and control beliefs) and two burnout dimensions (exhaustion and disengagement). Descriptive analyses showed that students reported moderately high motivation (M=3.99, SD=0.62), particularly extrinsic motivation (M=4.35), alongside moderate levels of burnout, with higher exhaustion (M=3.07) compared to disengagement (M=2.97). Pearson’s correlation analysis revealed a significant negative relationship between motivation and burnout, r(661)=−.29, p<.001. In particular, self-efficacy and task value were most strongly associated with lower exhaustion. These findings suggest that fostering student motivation, especially intrinsic factors and self-efficacy, is essential in reducing burnout and enhancing resilience in higher education. The study contributes to the literature on student development in the Malaysian context and offers practical implications for academic support and student well-being initiatives.
Muhammad Faris Suhaimi, Muhmammad Shukri Abdul Halim, Zarima Mohd Zakaria
This study sought to establish the correlation between the teacher personality and the teaching competence amongst the Arabic language educators in the Malaysian schools. Quantitative method was taken wherein a correlational survey design was applied on 125 Arabic language teachers. The collected data was in the form of a structured questionnaire with two principal variables that included the personality of teachers of the Arabic language and competence to teach. The descriptive analysis showed that the two variables were very high to high. In the meantime, Pearson correlation analysis revealed that teacher personality and teaching competence were related with moderate but a highly significant degree (r = 0.661, p < 0.001). These results establish the confirmation that the personality of teachers has a major role in the contribution of the successfulness of the Arabic language teaching. This research has implications to ensure that personnel development of personality is incorporated as a section of the teaching career training under the global efforts to improve the quality of teaching and learning of the Arabic language in schools in the country.
Kamariah Abu Bakar, Sitti Noriana
This Systematic Literature Review (SLR) investigates how Artificial Intelligence (AI) enhances early literacy learning and examines its pedagogical, ethical, and cultural implications within early childhood education. Guided by the PRISMA 2020 framework, 18 peer-reviewed studies published between 2020 and 2025 in Scopus and Web of Science databases were systematically reviewed. The synthesis highlights key AI applications, such as adaptive storytelling platforms, robot-assisted literacy tools, and generative text systems that are able to support vocabulary growth, reading comprehension, and active engagement among young learners. Findings indicate that AI fosters personalized, inclusive, and culturally responsive literacy instruction while transforming teachers into reflective designers, facilitators, and evaluators of learning. Nevertheless, issues such as limited AI literacy among educators, unequal access to digital resources, and ethical concerns surrounding privacy and algorithmic bias remain significant. The study concludes that sustainable AI integration requires continuous teacher training, robust ethical frameworks, and equitable technological access to advance inclusive and innovative early literacy education.
Jennifer M. Reyes, Nenita I. Prado
Crises present profound challenges to the survival of private higher education institutions (HEIs). Evaluating their leadership approaches and agility is crucial to sustaining their competitiveness and relevance in advancing access to quality education. This study explored the interrelationships between crisis leadership, emotional intelligence, and adversity quotient in shaping the organizational agility of forty-one (41) private higher education institutions in Region XI. It employed descriptive and correlational designs and analyzed data from 413 academic leaders through total enumeration. Findings showed that academic leaders exhibited high levels of crisis leadership, emotional intelligence, and adversity quotient, especially in their ability to demonstrate compassion and care, maintain self-awareness, and endure through challenges. Private HEIs demonstrated a high level of organizational agility, particularly in their capacity to make timely and sound decisions during difficult situations. Crisis leadership, emotional intelligence, and adversity quotient were found to significantly contribute to organizational agility. Hence, the ability of academic leaders to exhibit strong crisis leadership, emotional intelligence, and resilience is vital for private higher education institutions (HEIs) to overcome and recover from crises effectively.
Adam Daka, Farrelli Hambulo, Gladys Matandiko, Mwansa Mukalula Kalumbi
Previous studies, in various settings, have shown that Transformational leaders are more effective, higher performers, more promotable, and more interpersonally sensitive (Rubin, Munz, & Bommer, 2005), quoted in (Ogola & Sikalieh, 2017). This study examines the extent to which transformational leadership practices, among headteachers in Central Province, Zambia, particularly how relational and motivational traits affect learners’ academic performance in secondary schools. Using a convergent parallel mixed-methods design, the research combined quantitative data from the Multifactor Leadership Questionnaire with qualitative insights from open-ended teacher responses to the questionnaire during data analysis. The study used a sample of 309, arrived at, after randomized sampling and purposive sampling. Multiple linear regression analysis revealed that two dimensions, Individualised Consideration (β = 0.220, p = 0.041) and Inspirational Motivation (β = 0.358, p = 0.040), were statistically significant predictors of learner academic performance. These findings suggest that headteachers who demonstrate empathy, personal attention, and motivational engagement positively impact academic outcomes. Qualitative data reinforced these results, with teachers expressing admiration for headteachers’ commitment, inclusivity, and ability to inspire unity. Divergent views came from other dimensions of Intellectual Stimulation and Idealised Influence that showed no significant effect and were associated with mixed perceptions, including hesitancy in decision-making and resistance to change. The study concluded that relational and motivational leadership traits were most influential in enhancing learner performance. The findings underscore the pedagogical and systemic value of leadership styles that empathise, encourage, and offer individualised support. The study implications are discussed.
Nor-Ain Hassan Alim
The study sought to find out the status of the anti – bullying policy of MSU – LNCAT campus. Specifically, this study answered the questions; what are the profiles of the respondents in terms of age, gender and length of service; what is the status of the anti – bullying policy of the campus in terms of types of bullying inside the campus, and school strategies; and is there a need for an intervention program? It used the descriptive-survey method of research. A questionnaire was the primary tool used in gathering data. The respondents of the study were the Junior High School Department employees. In analyzing the data that were gathered, the frequency count and simple percentage were used to determine the profiles and observations of the respondents. The results disclosed that majority of the respondents revealed that the social bullying, verbal bullying, and physical bullying existed in the campus. Moreover, majority of the respondents confirmed that the school organized strategies such as promote students’ awareness of their rights; establish and enforce clear and fair rules on bullying and involve students, teachers and parents in the school response; encourage bystanders to take immediate action, such as speaking up and reporting the incident; and provide a means for students to report bullying confidentially. Then, it suggested that the Anti-Bullying Policy of the campus had to be strengthened. The faculty had to be educated on the Anti – Bullying Methods to prevent the existing bullying in the campus. The level of awareness of the stakeholders had to be increased to stop bullying. And an intervention program was highly recommended to address the existing bullying.
Abdul Rahim Razalli., Nadzimah Idris
This study investigates the potential of Artificial Intelligence (AI) in enhancing Malay language learning among students with hearing impairments, focusing on how AI facilitates the transition from Malaysian Sign Language (Bahasa Isyarat Malaysia, BIM) to grammatically correct written Malay. A qualitative case study design was employed involving seven students with severe hearing loss (above 120 decibels) from three secondary schools under the Special Education Integration Programme in Perak, Malaysia. All participants used BIM as their primary mode of communication and were learning Malay as a second language. Two special education teachers also contributed perspectives to triangulate the findings. Data were collected through semi-structured interviews, classroom observations, and document analysis of students’ written work before and after AI integration. The analysis followed Braun and Clarke’s six-phase thematic framework, ensuring rigor through peer review by qualitative research experts. Findings revealed that AI served as a linguistic bridge between sign language and written Malay, provided scaffolding for sentence restructuring, and enhanced self-correction, motivation, and writing autonomy. Students demonstrated significant improvements in grammatical accuracy, morphological awareness, vocabulary, and the use of affixes, conjunctions, and discourse markers, which were reflected in improved performance in school-based and semester assessments. Overall, the study highlights that AI integration can transform Malay language instruction for deaf learners by bridging linguistic gaps and promoting equitable literacy development. The findings underscore the need for the Ministry of Education to support the adoption of AI-assisted pedagogical innovations to enhance inclusive Malay language education and expand academic and professional opportunities for students with hearing impairments.
Alex Adediran
This study examines the influence of transformational and transactional leadership styles on business survival within the Nigerian telecommunications industry, a sector characterized by intense competition, rapid technological change, and regulatory uncertainty. Drawing on Bass’s Transformational and Transactional Leadership Theories, the research investigates how leadership behaviors influence firms’ ability to sustain operations, adapt to market disruptions, and maintain competitive advantage. A quantitative research design was adopted, utilizing structured questionnaires distributed to 383 employees across major telecommunications firms MTN, Globacom, Airtel, and 9mobile. Data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM) to evaluate the relationships between leadership styles and business survival. Findings revealed that both transformational and transactional leadership styles have significant positive effects on business survival, though transformational leadership demonstrated a stronger influence by fostering adaptability, employee commitment, and innovative responses to environmental challenges. Transactional leadership, while more focused on performance monitoring and reward systems, contributed to short-term operational stability. The integration of both styles was found to enhance organizational resilience and adaptive capability, particularly in volatile and resource-constrained environments such as Nigeria’s telecommunications sector. Theoretically, this study contributes to leadership and strategic management literature by empirically validating the dual impact of transformational and transactional leadership on organizational survival in an emerging market context. Practically, it provides insights for industry leaders and policymakers on developing leadership competencies that balance inspiration and structure. The paper concludes with recommendations for leadership development, resilience enhancement, and adaptive strategy formulation aimed at improving the long-term sustainability of telecommunications firms in developing economies.
Arinze U. Okeke, Chiagozie B.N. Bert-Okonkwor, Cosmas O. Ehimioboh, Fadumo D. Oluwatayomi, Fidelis O. Ezeokoli, Michael I. Okongwu
Housing is integral to human existence and development and is core to achieving sustainable development goals (SDGs). Recently, SDGs have dominated discourse in built environments globally. However, in Nigeria and particularly in the study area, the effects of these discussions and research have yet to yield the desired results. Therefore, this study examines the barriers to applying SD principles in Housing Project Delivery in Anambra state, Nigeria. Being survey research, the study used a questionnaire to source data for the study. 78 questionnaires were administered while 62 questionnaires were returned and validated for analysis. Analysis of the data employed descriptive and inferential statistical tools. Particularly, arithmetic mean and standard deviation were used to estimate the behaviour of the data series while the principal component method of Exploratory Factor Analysis (EFA) was utilized in assessing and extracting the key barriers of Sustainable Development (SD) Principles in Housing Project Delivery in Anambra State. The choice of the Principal Component Analysis (PCA) method of EFA was because of its capacity to remove severe autocorrelation from the data series and then, produce stable and reliable orthogonal results which in this case, was used for Sustainable Development (SD) Principles in Housing Project Delivery in Anambra State. The study found that key constraints to SDP application in housing are the lack of legislation/enforcement/monitoring by government agencies and lack of awareness of the perceived benefits of SD to the end-users; which have significantly affected the application of SDP in Housing Project Delivery. The s concluded by recommending that an integrative approach/framework that will involve all the key stakeholders in the construction industry with appropriate legislation and legal backing be developed and religiously enforced and monitored with appropriate education and training on the importance and needs of SD to the end-users in the study area.
Mohd Hazreen Shah Hassan, Mohd Zikri Ihsan Mohamad Zabhi
This study investigates Form Two students’ perceptions of using ChatGPT as a pedagogical support tool in Malay language learning within a suburban secondary school in Hulu Selangor. Motivated by concerns regarding students’ limited writing proficiency, uneven digital readiness, and the emerging risks of unregulated generative AI use, the study examines three core aspects: students’ perceptions of ChatGPT, its role in enhancing their understanding of instructional content, and its perceived influence on writing development. A descriptive survey design was employed, with a five-point Likert-scale questionnaire administered to 120 students following three guided instructional sessions involving structured ChatGPT use. Data were analysed using descriptive statistics, including means, standard deviations, and percentage distributions. Findings show consistently positive perceptions across all constructs, with moderately high overall mean scores: perceptions toward ChatGPT (M = 25.56, SD = 6.148), enhancement of instructional understanding (M = 25.43, SD = 6.307), and influence on writing skills (M = 26.28, SD = 6.552). Students reported that ChatGPT improved comprehension of linguistic and literary elements, strengthened retention of instructional content, and supported clearer organisation of ideas while enhancing confidence in writing. However, the analysis also revealed tendencies toward overreliance on AI-generated suggestions, inconsistent fact-checking, and difficulty in interpreting deeper values, arguments, and contextual meanings without teacher mediation. Overall, the study suggests that ChatGPT can function as an effective supplementary tool in Malay language instruction when embedded within structured, teacher-mediated learning activities that cultivate critical reasoning, reflective writing, and responsible AI engagement. The findings contribute to the growing body of evidence on AI-supported learning in Malaysian schools and highlight the need for context-sensitive policies, equitable digital access, and explicit AI literacy frameworks to ensure ethical and pedagogically sound integration of generative AI.
Marlon B. Santos
This study investigated the effectiveness of the genre-based approach in enhancing the writing proficiency of freshman mass communication students. Specifically, it examined improvements in five key areas of writing: organization, content, grammar, mechanics, and style. Using a pre-test and post-test design, the students were first tasked to write an essay titled “The Relevance of Writing to My Profession,” which was followed by a six-week intervention focused on editorial writing. The intervention included lectures on the structural features and communicative purposes of editorials, analysis of sample texts, and student activities such as research, interviews, and discussions on the issue of charter change. A second composition, an editorial expressing the students' stance on the issue, served as the post-test. The compositions were evaluated by three experienced language teachers using the Analytic Scale for Rating Composition Tasks by Brown and Bailey (1984). Results showed significant improvements across all five components of writing, with style showing the most progress and grammar the least. The findings affirm the effectiveness of the genre-based approach in improving students' overall writing proficiency, particularly in helping them convey meaning more clearly and use structural conventions effectively. The study recommends further integration of genre-based instruction in writing courses across disciplines and educational levels.