168 Articles
Clara Wahuna, Gladys Matandiko, Kalisto Kalimaposo, Mubanga Mofu
The purpose of the study was to investigate the challenges encountered in the implementation of the Free Education Policy (FEP) using the perceptions of the teachers in secondary schools in Kabwe district. To achieve this, the study used a qualitative research approach and a case study design with a sample size of 30 participants upon reaching the saturation point. The data was analysed thematically using ATLAS.ti allowed themes and subthemes to emerge using Braun and Clark's (2016) thematic analysis. The study found stiff centralized control and excessive bureaucracy that limited the Headteacher’s discretion to address immediate localized FEP challenges that emerged immediately when the FEP was launched in secondary schools in Kabwe district. The study also found some of the challenges of the FEP implementation to be: delayed and insufficient government grants, overcrowded classrooms and teacher workload pressure, compromised teaching and learning quality and limited infrastructure support. The implication of the study is discussed.
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.
Mohd Amirul Atan, Nur Aqilah Norwahi
In Malaysia, most tertiary education institutions strongly promote the use of English as the primary medium of interaction between students and educators, both inside and outside the classroom. Nevertheless, speaking anxiety remains a persistent challenge among Malaysian undergraduates, particularly within English-medium higher education settings. Despite the nation’s long-standing emphasis on English language education, many students continue to experience apprehension during oral communication tasks, which in turn affects their academic performance, classroom participation, and future employability. This conceptual paper draws on theories from second language acquisition, communication studies, and sociocultural linguistics to present a holistic framework that captures the antecedents, mediators, and consequences of speaking anxiety among Malaysian undergraduates. Four interrelated domains—linguistic, psychological, pedagogical, and sociocultural—are synthesised to illustrate how these factors shape students’ willingness to communicate and their overall oral performance. The paper concludes with theoretical propositions to guide future empirical research, alongside practical implications for educators, curriculum designers, and policymakers. This conceptual contribution is positioned to support future research paper submissions within applied linguistics, communication, and higher education journals.
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.
Jagath Gunatilake, PMPC Gunathilake, Tilak Hewawasam
Higher education institutions (HEIs) serve as knowledge producers and innovation ecosystems in climate governance, yet their contributions remain limited in formal accountability frameworks. This research presents a comprehensive framework that systematically discovers, quantifies, and reports HEIs' climate contributions through integrated automated web scraping, Artificial Intelligence, semantic modelling, and standardised data submission protocols. The system extracts climate action data from digital sources and structures it using a Climate Action Data Model (CADM). Each climate action undergoes automated impact quantification using standardised emission calculation methodologies aligned with IPCC protocols and localised emission factors. A standardised data submission mechanism enables systematic transmission of quantified interventions to established national Measurement, Reporting, and Verification (MRV) systems, facilitating integration into provincial and national climate transparency frameworks. Pilot implementation across nineteen Sri Lankan universities validates the framework's technical robustness and policy relevance. The system achieves automated data extraction with the precision of 0.87 and the recall of 0.82, while the RAG-based Large Language Model generates evidence-grounded climate action classifications with the factual grounding of 0.91, effectively minimising hallucinations. This research delivers a scalable, replicable architecture for establishing AI-enabled university climate data pipelines that bridge the gap between institutional sustainability efforts and formal national climate accounting, positioning universities as verifiable implementing nodes in global climate governance. By demonstrating that digitally documented climate actions can be systematically discovered, quantified, and integrated into national MRV systems, the framework establishes a pathway for transforming fragmented institutional initiatives into formally recognised contributions to national climate commitments under the Paris Agreement.
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.
Stephen Oluwaseyi Maku
This paper intends to explore the evolving landscape of DE in Texas; it will examine the effectiveness of these models on student success. This will particularly synthesize previous works to provide an overview of critics and advocates of these DE models, with keen interest in recent shifts towards corequisite. Historically, DE has been criticized for delaying students’ academic progress and increasing their cost of completion. As a way of responding, Texas has been at the forefront of implementing approaches like corequisite. With the purpose of enhancing retention and completion rate, this seeks to integrate students more seamlessly into college-level coursework. This paper aims to offer grounded perspectives that can influence future policy decisions in the State of Texas and potentially beyond.
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.
Awolumate, E. O, Shoyoye, S. A
The study assessed entrepreneurial skills required by Electrical Installation and Maintenance practice student to graduate with competent skills in technical colleges in Ekiti state. To guide the study, two research questions were developed and two hypothesis were formulated to guide the study. A descriptive survey design was adopted for the study. A population of fifty (50) teachers of Electrical Installation and Maintenance practice formed the sample of this study. The instrument used for data collection was a structured questionnaire. Data collected were analyzed using mean, while T-test was used to analyze the hypothesis. The findings revealed that Entrepreneurial skill training is needed by Students in of electrical installation and maintenance practice for competency in Ekiti state technical colleges. Also, practical skills training is required by student of electrical installation and maintenance practice for competency in Ekiti state technical colleges. The study recommended that Electrical installation and maintenance work skills should be encouraged by teachers for job creation and self-reliance of technical college graduates in Ekiti State and all identified skills should be integrated into the curriculum of technical colleges by curriculum planners for training of students.
Jackson Ndung’u, Noor Othowa Barqatle, Priscilla Njoki Gachigi
Teacher job performance is a fundamental pillar in determining the quality of education in Kenya. However, evidence from Wajir County suggests a persistent decline in teacher performance. This trend is alarming, as it directly undermines student achievement and the overall effectiveness of public primary schools. The study's objective to find out the relationship between autocratic leadership and teacher’s job performance among public primary schools in Wajir County. Existing literature attributes teacher job performance to factors such as workload, remuneration, and working conditions. However, there was limited research on how autocratic style influence teacher performance, particularly in rural contexts like Wajir County, Kenya. The study was guided by Bernard Bass and Bruce Avolio's Full-Range Leadership Theory (FRLT). A correlational research design was adopted, and data was collected using the Leadership Styles Questionnaire (LSQ) and the Teachers' Job Performance Questionnaire (TJPQ). The target population consistes of 436 teachers from all public primary schools in Wajir South. The study involved a sample of 205 teachers drawn from nineteen public primary schools, selected through a combination of purposive, stratified and simple random sampling. Data was analyzed using SPSS version 20, employing both descriptive and inferential statistics, including Pearson's correlation. Findings revealed a significant negative correlation, r(202) = –.447, p < .01. The findings were expected to establish the nature and strength of the relationship between autocratic leadership and teacher job performance and propose a predictive model that could inform educational leadership practices and policy development in marginalized regions. The study recommended reduction of autocratic styles.
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.
A. Okogi, J. A. Otunomeruke, J.A. Sunday
Academic performance is often assessed quantitatively through grades, test scores, and standardized examinations. However, such measures alone fail to capture the underlying behaviours, contexts, and daily realities that shape students’ learning outcomes. This study explores the lived experiences, study habits, and contextual influences that determine students’ academic trajectories. Using focus group discussions, in-depth interviews, and classroom observations, data were collected from tertiary institution students, teachers, advisers, and guidance counsellors in the selected institution. Six focus group discussions (FGDs) were conducted among students from six faculties across varying academic performance levels with the aid of moderator’s guide and semi-structured questionnaire for in-depth interviews (IDIs) with 5 Lecturers, 2 student affairs staff and 3 Students’ Union Government. Thematic analysis was employed to identify patterns in students’ academic behaviour, including study time management, class attendance, peer influence, family obligations, and the use of technology. The findings provided nuanced insights into how students navigate challenges, adapt strategies, and balance academic work with socio-economic pressures. By going beyond statistical indicators, this study contributes to a deeper understanding of academic performance and offer recommendations for institutions, families, and policymakers seeking to foster supportive learning environments.
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.
Deyuan He, James McLellan, Junaidah Januin
This ethnographic single-case study examines the manifestations of discourse competence among 15 ESL learners during oral essay map presentations in a blended English for Academic Purposes (EAP) program at a Malaysian public university. This case study aims to illuminate how aspects of discourse competence are demonstrated and integrated within a specific blended learning environment within a defined setting and a limited group of participants. Applying template analysis on observational and semi-structured interview data from fifteen participants, and grounded in Januin and Stephen's (2015) framework, the study delineates five fundamental components: public speaking proficiency (including paralinguistic strategies and question-handling effectiveness), adaptation of written organizational structures to oral formats, interactive and interactional metadiscourse (comprising transitions, frame markers, boosters, and stance markers), metalinguistic awareness (through public speaking and essay-specific terminology), and technological integration (employing audio-visual aids such as Canva and Prezi). The analysis clarifies how students strategically organise these components to create textual coherence, cohesion, and audience engagement, thereby enhancing existing models by integrating multimodal digital literacies as essential aspects of discourse competence. Examples of this type of language include interactive metadiscourse, which helps things move forward (such as "however" and "first"), and interactional markers that convey someone's feelings about something (like "You will look good too"). Audio-visual aids served as navigational "road signs," reducing confusion and demonstrating the rhetorical effectiveness of technology. These empirical findings align with fundamental paradigms of communicative competence (Hymes, 1972; Celce-Murcia et al., 1995), highlighting the advancement of discourse competence in technology-mediated educational environments. The results support the need for a clear EAP curriculum that systematically incorporates these skills to enhance persuasive academic communication, particularly for non-native speakers learning to utilise various types of media. Additionally, the pedagogical frameworks utilised in blended learning contexts introduce further complexities, necessitating a re-evaluation of traditional methods to improve academic discourse competence among these varied student populations (Januin & McLellan, 2016; Januin et al., 2023).
Nurainil Bt Sulaiman, Valarmathi A/P Krishnan
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.
Mohamed Syafik Mohamed Salleh, Nursyaidatul Hafiza Madzlan
The purpose this study was to investigate the comparison between Cold Water Immersion (CWI) and Active Recovery (AR) on perceived pain relieve after performing High Intensity Interval Training (HIIT) among male football players. The study used a quasi-experimental method as its research design. A random sample of 36 footballers from a public university age ranging from 18 to 23 years old was selected for the study. They were assigned to two groups, namely CWI (n=18) and AR (n=18). All participants performed ―Tabata Training for 20 minutes before undergo recovery intervention. Recovery intervention using CWI was conducted for 10 minutes with temperature of 15°C, while AR was conducted for 10 minutes by cycling on cycle ergometer with speed of 60 RPM, load 50w with moderate intensity of 50%-60%. Both recovery interventions were performed immediately, after 24 hours and 48 hours. Visual Analog Scale was used to measure perceived pain relieve on 24 hours, 48 hours and 72 hours. Repeated Measure One-way ANOVA was utilized for data analysis. ANOVA result revealed there was no significant difference between CWI and AR after 24 hours of recovery [F(1,34) = 0.507; p>0.05]. However, there was a significant difference on perceived pain relieve between CWI and AR during 48 hours [F(1,34) = 92.53; p<0.05] and 72 hours [F(1,34) = 326.96; p<0.05]. In addition, the finding also showed that there was a significant interaction among CWI during 24 hours, 48 hours and 72 hours [F(2,34)= 2332.60; p<0.05]. Besides, there was a significant interaction among AR during 24 hours, 48 hours and 72 hours [F(2,34)=1051.91; p<0.05]. In conclusion, the data revealed that there was a significant effect for perceived pain relieve after performing HIIT for both interventions. The implication of the study highlights that both methods of recovery process could be used by football players for pain relieve after training and competition.
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.
Argene L. Arsenal, PhD, Fryan Allen M. Subong, MSc
This paper attempts to evaluate the impact of the CSSH and CNSM Community Involvement at Barangay Fatima North District ALS Learners extension project. This project aimed at assisting ALS learners including recruitment and enrolment. The project was implemented at Brgy. Fatima, General Santos City from 2015 to 2018, with a total of more or less 200 learners served. A qualitative study was conducted to determine the impact of the project, with data gathered using Key Informant Interview (FGD) and Focus Group Discussion (FGD). Respondents of the study involved three (3) ALS Student-participants of the program and three (3) ALS Teachers who were selected purposively. These participants had an active participation in the implementation of the project. The paper highlighted the success story of one participant who was able to obtain a college diploma and eventually became an ALS Teacher. Using the OECD DAC Network on Development Evaluation (EvalNet) Five Criteria of Evaluation, results revealed that the project was able to have a significant impact on the teachers, learners, and the community. However, problems with the adequacy of resources and sustained interest of the learners were found. These problems were manifested by the lack of resources such as buildings and supplies used for instruction activities, and the number of learners who completed the program. Hence, it is recommended to continue coordination and partnership with stakeholders for information dissemination to inform, inspire, and educate without any form of discrimination as well as sustain best practices in incorporating strategies like substantial and subsistence activity. Giving recognition is also vital in the form of awards and rewards to ignite and sustain their interests.
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.
Mohammad Syazwan Hairudin, Mohd Faizul Hassan, Nor Asfarul Lail Azwan Haris, Sulaiman Fuzi
This study aims to develop an Inclusiveness Educational Hospitality Framework that supports sustainable tourism in Pulau Langkawi through a stakeholder-centred approach. Inclusive education plays a crucial role in ensuring equitable access to hospitality training for students with diverse needs, particularly those enrolled in Special Education Program Integration (PPKI). The proposed framework connects the Langkawi Tourism Academy (LTA), District Education Office (PPD), and The Westin Langkawi Resort & Spa, establishing a comprehensive structure for technical learning, on-the-job training (OJT), and industry-aligned competency development. A cross-sectional quantitative design was used to examine the influence of OJT, training effectiveness, and training content on work group inclusion. Data were collected through a validated questionnaire incorporating established measurement items and analysed using SmartPLS to assess the measurement and structural models. Findings demonstrate adequate reliability and convergent validity, providing evidence that inclusiveness-driven training contributes to students’ belongingness and workplace adaptability. This research offers practical implications for hospitality education providers by promoting structured collaboration between institutions and industry to enhance accessibility, skill readiness, and social inclusion. The framework supports national efforts to strengthen the hospitality talent pipeline while advancing Malaysia’s sustainable tourism and inclusive development agenda.
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.
Dr. Laurent Poliquin
What happens when students in the same country learn markedly different versions of its past? This article examines divergent narratives in French- and English-language history curricula across six Canadian provinces outside Québec. Drawing on a comparative analysis of Grades 7–11 curriculum documents and critical discourse analysis of key expectations and rationales, it identifies persistent asymmetries in how francophone minority histories are represented… or omitted. French-language curricula tend to foreground resistance, community survival, and political agency, whereas English-language curricula frequently marginalise or dilute episodes such as the Conquest (1759), Regulation 17, and the legacy of Louis Riel. These contrasts are not merely lexical; they organise different distributions of agency, responsibility, and visibility, with significant consequences for how students learn to imagine who belongs to the national “we”. To capture this structural imbalance, the article develops the concept of narrative asymmetry in bilingual curriculum ecosystems and argues that such curricular inequity undermines both bilingualism and civic pluralism. The discussion then explores the identity and pedagogical implications of these asymmetries, showing how they shape francophone and anglophone students’ sense of recognition, legitimacy, and historical understanding. The article concludes by outlining avenues toward narrative equity in history education through curriculum reform, teacher education, and historical-thinking pedagogy, and suggests how this framework might be adapted to other multilingual societies grappling with tensions between official narratives and marginalised histories.
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.
Marwa Ben Said-Romdhane, Sondes Skander-Mustapha
Advances in renewable energy integration, smart grids, and power electronics have led to the development of sophisticated laboratory platforms, including grid emulators, microgrid test benches and digital twin models. Originally conceived for research purposes, these platforms also offer powerful tools for engineering education. This paper explores how research-grade test benches developed in our laboratory can be systematically integrated into engineering curricula to bridge the gap between theory, simulation, and experimental practice. By mapping each platform to specific curricular modules, such as power systems, renewable energy integration, control engineering, and optimization, we demonstrate their capacity to foster experiential learning and strengthen competencies in modeling, system analysis, and real-time implementation. Case examples illustrate how students can engage in project-based learning by designing controllers, analyzing grid fault responses, or optimizing microgrid performance using digital twin frameworks. Beyond enhancing local curricula, these platforms enable global knowledge exchange through open-source models, remote laboratory access, and international collaborative initiatives. This work contributes to educational research by showing how cutting-edge laboratory infrastructures can enrich pedagogy, cultivate practical engineering skills, and promote collaborative learning across borders.
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.
Dr. Douglas A. Salazar, Raihana M. Mangilala
Chemical bonding is one of the abstract topics in Chemistry. Students find it hard to imagine how bonding between two or more atoms occurs. Failure to do so leads to low performance and motivation, especially for those who are struggling to understand the lessons due to poor prior knowledge. This study aims to enhance learning outcomes and motivation of grade 9 learners in chemical bonding by utilizing contextualized 3D manipulatives. It used a quantitative, one-group pretest–posttest action research design. Purposive sampling was employed to select learners who met the inclusion criteria, a Science grade of 74 and below during the previous quarter. The participants were 16 Grade 9 challenged learners from Mindanao State University – University Training Center (MSU-UTC), Marawi City. The results demonstrate a statistically significant improvement in students’ performance from the pretest to the posttest. Findings suggest that the contextualized 3D manipulatives had a positive effect on students’ motivation, supporting research that emphasizes the role of hands-on, concrete learning tools in enhancing learners’ engagement and interest in science. The absence of a significant relationship before the intervention underscores the need for instructional strategies, such as contextualized 3D manipulatives, that can simultaneously support conceptual learning and provide conditions under which motivation and achievement may become more closely aligned. Overall, although a positive trend between postintervention motivation and achievement was observed, there is insufficient evidence to conclude that increased motivation directly contributed to higher posttest performance in this study. These results only suggest that integrating contextualized 3D manipulatives into instruction can be an effective strategy for fostering both achievement and motivation among learners of challenging content.
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.
Mohamad Sufian Hasim, Mohd Zulakhmar Zakiyudin
Technical and Vocational Education and Training (TVET) plays a vital role in workforce development and sustainable economic growth globally. This review examines challenges affecting TVET quality and employability, including skill gaps, curriculum and teaching limitations, institutional barriers, and prevalent perception issues. It highlights the increasing integration of digital innovations such as augmented reality and digital pedagogy, alongside Industry 4.0 competencies, to address these challenges. The review synthesizes strategies for enhancing TVET quality through curriculum reform, industry collaboration, digital pedagogy enhancement, and enrollment interventions. Furthermore, it emphasizes TVET's contribution to sustainable development goals through the embedding of green skills and its positive impact on employment outcomes. The findings underscore the need for coherent policy frameworks aligning TVET with evolving labor markets and sustainability priorities to foster inclusive growth and workforce readiness.
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.
Hemadarshini Nair Anadan Nair, Maslawati Mohamad
This systematic literature review (SLR) examines the role of ChatGPT as an AI-powered interactive learning tool for enhancing reading comprehension among English as a Second Language (ESL) learners in international primary schools. Following PRISMA 2020 guidelines, the review synthesizes empirical studies published between 2020 and 2025 that investigate the effectiveness of ChatGPT-generated, personalized reading materials. The review addresses two research questions: (1) What are the emerging trends in interactive learning with ChatGPT for improving reading comprehension in ESL contexts? and (2) What benefits do learners and teachers report when using ChatGPT for ESL reading instruction? Seventeen studies met the inclusion criteria. Findings indicate that ChatGPT supports personalized and adaptive learning, leading to improvements in reading comprehension, vocabulary acquisition, reading fluency, and learner engagement. The review concludes with recommendations for integrating AI tools into primary ESL curricula to support inclusive, culturally responsive, and effective language instruction.
Joyce Apple G. Sangat, Mary Rose S.Tubid, Michael E. Aligato, Rogie E. Padernal, Violeta A. Neri
This study examined the effectiveness of recruitment strategies for the Bachelor of Technology and Livelihood Education (BTLEd) program at John B. Lacson Colleges Foundation-Bacolod (JBLCF-B) among Grade 12 Humanities and Social Sciences (HUMSS) students, driven by the program's low enrollment and perceived lack of prestige. Utilizing a descriptive-comparative research design, data were collected from 180 randomly selected HUMSS students in Bacolod City. The study assessed strategy exposure, program awareness, and perceived effectiveness, factoring in socioeconomic status (SES), academic performance, and proximity to the college. Findings indicate that recruitment strategies were applied infrequently, resulting in notably low program awareness. Overall effectiveness was rated as moderately effective, with scholarships and printed materials being the most impactful, particularly for high-performing students. A significant difference in perceived effectiveness was observed only with respect to academic performance and career fairs. The study concludes that a one-size-fits-all approach is insufficient. Effective recruitment requires tailored, multi-modal strategies reflecting students' academic profiles, SES, and geographic access. A targeted marketing plan was developed to address these gaps.
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.
Farrah Diebaa Rashid Ali, Khalilullah Amin Ahmad, Mohd Azrul Azlen Abd Hamid
As Malaysia advances towards industrialisation, Technical and Vocational Education and Training (TVET) plays a central role in preparing a skilled workforce. While TVET graduates are recognised for their technical expertise, employers consistently report deficiencies in communication skills, which limit workplace performance and career growth. To inform educational improvement, this review synthesises studies published between 2015 and 2025 to examine the importance of communication skills in Malaysian TVET workplaces and the functional conditions necessary for their effective application. Using the PRISMA framework, a systematic literature review of 400 articles was conducted through Google Scholar and Elicit, with eight empirical studies meeting the inclusion criteria. Data drawn from 148 field experts and 10 academic experts across engineering, construction, hospitality, cosmetology, and agriculture reveal three dimensions of importance: (i) organisational benefits, (ii) operational efficiency, and (iii) employability and career progression. Five functional conditions were also identified: general language proficiency, technical vocabulary, genre-appropriate communication, sensitivity to regional variations, and non-verbal competence. The findings confirm communication as integral, not supplementary, to TVET workplace success. However, gaps remain in linking communication skills to measurable performance outcomes and embedding them systematically in curricula. Addressing these gaps is vital for enhancing graduate employability, advancing Malaysia’s TVET Policy 2030, and achieving sustainable socio-economic development.
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.
Myrly V. Cabrera
This study aimed to develop and construct an ergonomic garment table with hydraulic height adjustment mechanism in garment shops with the following features: rotatable top, extendable sides, adjustable height, and tiltable top surface. The research further aimed to test the functionality of the ergonomic garment table with hydraulic height adjustment mechanism with the aforementioned features. Likewise, the study aimed to evaluate the acceptability of the ergonomic garment table with hydraulic height adjustment mechanism in terms of durability, features, serviceability, and stability, and formulate a user’s guide. The research design used was developmental-descriptive methods of research. A researcher-made questionnaire was utilized to interpret the acceptability of the product among the 15 respondents comprising students and faculty of Garment Trade Technology and industry practitioners, as the respondents of the study. Based on the evaluation of the level of acceptability of the ergonomic garment table with hydraulic height adjustment mechanism, all parameters were rated very highly acceptable using the mean and standard deviation as statistical tools. Moreover, the user’s guide was designed to provide instructions on the use and operation of an ergonomic garment table with hydraulic height adjustment mechanism.
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.
Maradoni Louisse A. Ambrad, Stephanie Dane S. Salvador
The accelerated adoption of digital systems in Philippine basic education has reshaped administrative processes, particularly learner data management and reporting. This study evaluates the Learner Information System (LIS)—a nationwide web-based platform implemented by the Department of Education, Schools Division of Sagay City—for enrollment, tracking, and centralized record management. Guided by Information Systems theories (TAM, UTAUT, TTF, DeLone & McLean), it examines perceived environmental, social, economic, health, and risk impacts in a localized context. A descriptive-evaluative design involved 320 teaching/non-teaching personnel via stratified random sampling (78% response rate). The PTM 607 questionnaire showed strong reliability (Cronbach’s α = .79–.91 per domain; overall α = .91) and construct validity (EFA: KMO = .89, loadings .62–.88). Analyses included descriptive statistics, t-tests for subgroups (school level, connectivity, roles), regression for predictors (role, years of service, connectivity), and sensitivity checks for Likert cutoffs. Triangulation used open-ended responses and system logs (uptime, transactions).
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.
Baljit Kaur, Kulwant Kaur, Rafidah Sahar
Artificial Intelligence (AI) is gaining popularity in the field of education due to contemporary technological advancements. AI learning tools are significant in the current education field as they provide tremendous benefits to educators and students alike and because of their all-around performance. Among these AI systems, ChatGPT stands out as a highly sophisticated AI learning tool that has blown up immensely in the education field as it is programmed with excellent technical, mathematical and computational skills. In the English Language classroom, students use ChatGPT for unlimited tasks like completing assignments, paraphrasing and summarising sentences, searching for information and generating ideas among others. However, there was a need to find out about students’ perceptions of its usefulness as well as its limitations as a learning tool for students. Thus, this research aimed to investigate the perceptions of university students in the 21st century on the effectiveness of ChatGPT in their academics. Ten students participated in the research. A convenience sampling method was used to select students from English for Academic Purpose (EAW) course from the International Islamic University Malaysia (IIUM). The study is qualitative in nature and data in the form of a reflective journal were collected using Google form in which students recorded their thoughts. Thematic analysis method was used to analyse students’ responses. It is hoped that the insights gained from this study will help language educators understand the benefits and challenges faced by EAW students in their writing classes.
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.
Amirah Mohd Juned, Nor Afifa Nordin, Nurshaza Farah Md Sharif, Nursyafiqah Zabidin
A common scenario in the English as a Second Language (ESL) classrooms depicts less emphasis on vocabulary knowledge, despite it having an essential role in language learning. Research revealed that assessing students' vocabulary learning strategies (VLS) assists in understanding how the students develop their vocabulary, thus giving language instructors ideas on appropriate activities that stimulate active learning during the language learning process. This study was done to explore VLS used by ESL students from Business Management faculty in a public university in Melaka, Malaysia. This quantitative study included an intact group of 36 students, as its sample, and applied an adapted version of Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ) consisting of 39 items, as its instrument. Statistical analysis (SPSS) was used to analyse the data gathered. The results revealed the most and the least preferred VLS among the participants. The study also found an observable difference in the least preferred VLS among the male and female participants. The study hence concluded that exploring VLS among ESL students is necessary in planning suitable vocabulary activities in the language classrooms.
Badrul Hisham Abd Rahman, Muhammad Mundzir Mohd Zamri, Nurul Khofifah Abdullah, Ros Syammimi Hamid
School dropout among Asnaf students who are eligible for zakat assistance under Islamic social welfare remains a critical concern for educational equity in Malaysia. In Perlis, an increasing number of Asnaf students have been referred to rehabilitation centers due to truancy, behavioral issues, and emotional distress. This study aims to identify and analyze the key factors contributing to school dropout among Asnaf students in eight secondary schools across the state. Guided by five hypotheses, economic hardship, family instability, community influence, educational quality, and psychological challenges, the study explores how these interconnected dimensions shape the educational experiences of marginalized Muslim youth. Using a qualitative case study design, the research engaged 16 participants (eight school counselors and eight discipline teachers) through semi-structured interviews conducted between June and August 2025. Data were analyzed thematically using Braun and Clarke’s (2006) six-phase framework, ensuring credibility through member checking, peer debriefing and reflexive journaling. The thematic analysis yielded five major themes: 1) Economic hardship and financial instability; 2) Family instability and emotional neglect; 3) Community pressure and negative peer influence; 4) Educational quality and resource limitations; and 5) Psychological challenges and low self-esteem. Cross-case comparison revealed dynamic interactions among these factors, forming an ecological cycle where poverty and emotional stress amplify disengagement, eventually leading to dropout or rehabilitation referral. Findings demonstrate that economic hardship and family instability are the strongest predictors of school dropout, while community influence, school limitations, and psychological distress act as reinforcing mechanisms. Counselors emphasized inconsistent zakat assistance, limited parental supervision, and inadequate school counseling resources as key structural issues. The study proposes a multi-tiered intervention model that involves predictable zakat-based education support, trauma-informed teacher training, community mentorship initiatives, and embedded mental health screening in schools. Ultimately, the research highlights the need for an integrated policy framework that links education, social welfare, and mental health services to sustain Asnaf students’ engagement and prevent their marginalization through dropout and rehabilitation cycles. In addition to educators’ perspectives, the study acknowledges the value of incorporating insights from students, family members, and rehabilitation officers to achieve richer data triangulation. While these groups were not primary participants, their contextual experiences were captured indirectly through counselors’ narratives and referral records, strengthening interpretive depth.
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.
Jennifer C. Bermudez
While Filipino women are globally recognized for their exceptional performance in technical and vocational skills, they are constrained by gaps locally in terms of opportunities for leadership capacity building. The Philippines’ technical and vocational education and training (TVET) have been focused on providing immediate employment for economic and financial stability. This research expanded this vision by studying how leadership learning and development practices could be embedded within an existing all-female TVET institution. Using the latest iteration of Interpretative Phenomenological Analysis (IPA) to generate actionable leadership development strategies, ten themes of leadership growth strategies surfaced from the in-depth interviews. The findings affirmed that women’s voices and lived experiences are a rich source of strategies for institutional growth, with the potential to transform a TVET institution into a launchpad for leadership learning and personal agency. Participants advocated a shift from an exclusively technical model to one that is holistic and humancentered, preparing students to not only gain employment but to lead with capability in service industries. Their experiences translate into ten strategic imperatives for TVET: (1) modelling human-centered educator traits; (2) instilling trust through relational intelligence and communicative competence; (3) personalizing mentorship to support reflective and resilient growth especially during the transition from TVET to workplace; (4) embedding ethical leadership through time-tested, dignity-affirming practices; and (5) integrating leadership development into training and apprenticeship programs. With a robust set of leadership development strategies embedded in the TVET curriculum, skilled women could influence decisions and policies in favor of better and more equitable working conditions that support their wellbeing and family flourishing. The study calls for a continual and systematic cultivation of women’s skills by providing leadership development opportunities during and after TVET, thus fostering an attitude of lifelong learning so vital for women to become leaders in service industries. Further research may be undertaken to investigate how leadership literacy may be introduced in basic education, how leadership components may be included in the basic curriculum, and how blended models that pair local institutions with overseas immersion and portfolio-based assessment may be designed. This research seeks to contribute to the TESDA Modernization Act of 2025 by reframing Philippine TVET from being an employment pipeline to an empowering incubator of Filipina leadership in the service industry.
Ahmad Fadzli Nizam Abdul Rahman, Hidayah Rahmalan, Marliza Ramly, Muhammad Syahrul Azhar Sani, Nor Mas Aina Md. Bohari, Wan Mohd Yaakob Wan Bejuri, Wan Nurul Najihah Mohamad Sabri, Zuraida Abal Abas
Gamification has emerged as a significant pedagogical approach in 21st-century education, offering innovative strategies to enhance motivation, engagement, and learning outcomes in primary schools. Despite its growing application, research on gamification in primary education remains fragmented, requiring systematic synthesis to identify prevailing trends and gaps. This paper presents a bibliometric review of studies on gamification in primary education published between 2017 and the present, using the Scopus database as the primary source. Bibliographic records were retrieved, screened, and analyzed using the Scopus Analyzer to examine publication trends, document types, source outlets, author contributions, institutional affiliations, and country-level distributions. The findings reveal a steady increase in publications, with peaks corresponding to the rise of digital and remote learning during the COVID-19 pandemic. Results also indicate that most research emphasizes gamification as a tool for improving motivation and engagement, particularly in STEM and literacy education. However, the literatures highlights challenges such as teacher readiness, equity issues, and the risk of over-reliance on extrinsic rewards. This review concludes that while gamification shows strong potential in primary education, further research is needed to explore long-term impacts, inclusive practices, and integration with emerging technologies.
E.M.Y. Sachith, R.D.C. Niroshinie
This systematic review summarizes evidence on implementation, philosophical underpinnings, methodologies, and challenges of School Based Assessment (SBA) conducted in 12 countries including Finland, Canada, New Zealand, Hong Kong, Singapore, South Africa, the Caribbean, Australia, Malaysia, China, the United States, and Sri Lanka. Based on policy documents, empirical research, and academic publications, the review reveals that SBA has become a major international reform strategy that will empower student-centered learning, formative assessment, and holistic evaluation. The analysis divides SBA models based on the underlying philosophical orientations and shows that most of the Western systems are mostly constructivist and with learner-centered models, and most of Asian systems are standardized, centrally regulated models. Although the structures differ, SBA is largely known to support deep learning, intrinsic motivation, and meaningful engagement of learners. In the examined settings, multiple common obstacles limit efficacious implementation, such as the overload of workload on teachers, lack of assessment literacy, insufficient professional development, and ongoing issues with reliability and consistency. The comparison of 48 publications guided by PRISMA indicates the similarities in cross-national aspects as well as significant regional variations, which provides a strong foundation of evidence in the future of policy and practice. The review finds that permanent capacity-building of teachers, systematic moderation of teachers, and harmonious policy alignment are critical in ensuring equitable and effective implementation of SBA to maximize its role in fostering student-centered learning and quality education.
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.
Chia Kai Lin, Chua Kein Huat, Hoo Meei Hao, Khalaf Zager Alsaedi, Mohammad Babrdel Bonab, Noor Azeera Binti Abdul Aziz, Too Chian Wen
Fuzzy clustering has emerged as a powerful technique for analyzing complex, uncertain, and high-dimensional data across diverse application domains, including pattern recognition, bioinformatics, image analysis, and decision support systems. Unlike classical clustering, which assigns each data instance to a single cluster, fuzzy clustering allows partial membership, thereby capturing inherent ambiguity in real-world datasets. This review provides a comprehensive examination of heuristic-based fuzzy clustering algorithms. We begin by outlining the fundamental concepts of clustering, fuzzy set theory, and the principles of fuzzy clustering. Subsequently, we discuss the evolution of core algorithms, including Fuzzy C-Means (FCM) and Possibilistic C-Means (PCM), and highlight significant modifications derived from altering distance metrics, objective functions, and optimization strategies. Particular emphasis is placed on heuristic and metaheuristic enhancements—such as genetic algorithms, particle swarm optimization, and artificial immune systems—that address the limitations of classical approaches, including sensitivity to initialization, susceptibility to noise and outliers, and premature convergence. Recent contributions in hybrid fuzzy clustering are also reviewed, with attention to their strengths, weaknesses, and potential applications. Finally, we synthesize insights from the literature to categorize the persistent disadvantages of existing methods and identify promising directions for future research, including adaptive fuzzifiers, noise-resilient models, and integration with evolutionary computation. This study not only consolidates advances in heuristic-based fuzzy clustering but also provides guidance for researchers aiming to design more robust, scalable, and application-driven clustering algorithms.
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.
Dogara, Rahmatu Abdullahi, Fatima Shehu Kabir, Uthman Shehu Lawal
This paper examined the impact of Artificial Intelligence (AI) on student motivation and engagement in educational assessments. With the growing integration of AI technologies such as adaptive testing, automated grading, and intelligent feedback systems, assessment practices are being reshaped to promote efficiency, fairness, and personalization. The study reviewed the concept of AI in education, highlighting its potential to foster intrinsic motivation, enhance student engagement, and reduce assessment anxiety through real-time feedback and adaptive questioning. However, challenges such as ethical concerns, overreliance on technology, and possible bias in AI algorithms were also discussed. Findings suggest that while AI-powered assessments improve inclusivity, promote continuous learning, and sustain motivation, they also risk diminishing critical thinking and creativity if not carefully managed. The paper concluded that AI-driven assessments must complement, not replace, human judgment, and recommended that educators adopt blended assessment models that balance technology with human-centered learning principles.
Amdouni Nourddine, Ghaffari Hela, Masmoudi Olfa, Najjari Afef, Pr Loueslati Besma
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.
C. E. Otuza, K.T. Nwala, O. S. Johnson
Libraries have historically played a vital role in promoting equal access to knowledge, lifelong learning, and community engagement. In light of rapid technological advancements, libraries are increasingly expected to adopt emerging tools such as artificial intelligence (AI), virtual reality (VR), augmented reality (AR), cloud computing, RFID systems, and the Internet of Things (IoT). These technologies offer significant potential to enhance library functions including search capabilities, user interaction, personalized recommendations, and inventory management. However, without strategic guidance, their implementation risks being inconsistent, ethically problematic, or unsustainable. This study identifies best practices for the responsible integration of these technologies in library environments. A systematic literature review was complemented by a descriptive analysis of survey responses from 27 academic libraries across 11 Nigerian universities. The survey assessed trends in adoption, staff readiness, user satisfaction, and implementation strategies. Results indicate that while 72% of libraries use RFID systems and 58% utilize cloud platforms, only 18% have adopted VR/AR or AI-based services, reflecting a cautious approach toward high-cost and complex technologies. Successful integration requires more than technical deployment it demands user-centered design, staff training, community involvement, and strong data privacy policies. By adopting these strategies, libraries can responsibly leverage emerging technologies to improve service delivery while upholding their core values of equitable access and public trust. This ensures that libraries remain relevant, inclusive, and adaptable within an evolving digital information landscape.
G. S. G. W. Kumara, Jeevani Herath
Globally, different researchers have established music education contributes immensely to cognitive, emotional, and social learning of children in primary school. The integration of music activities with mathematics and cognitive ability development for elementary kids is examined in this comprehensive review of the research. The PRISMA principles were used to select ten peer-reviewed articles, and a four-step screening with the following steps was conducted: identification, screening, eligibility, and inclusion. The qualitative and quantitative studies were also considered, and real data of the successful integration of mathematics and music were provided. This study is grounded in Piaget’s Theory of Cognitive Development, Gardner’s Multiple Intelligences Theory, and Vygotsky’s socio-cultural perspective on symbolic learning, which together provide a neurological and pedagogical foundation for linking music with mathematical cognition. Findings demonstrate that music-based pedagogies (rhythm, melody, movement, and symbolic notation) positively improve cognitive skills, including patterning, memory, spatial-temporal reasoning and symbolic reasoning, all skills required for mathematical learning (Trinick et al., 2015). Programmes such as Academic Music and MusiMath have been shown to promote positive student achievement in arithmetic and fractions (Azaryahu et al., 2020; An & Tillman, 2015). Teacher portraits and case studies indicated increased student motivation, greater confidence and teacher awareness in interdisciplinary ways of working. The review concludes that in terms of teaching practices, music integration in mathematics offers a compelling, enjoyable, and cognitively enriching approach to primary education and calls for additional research and professional development to further improve the successful implementation of a model.
Mohammed Mijanur Rahaman, Yasmin Akter
Background: The Sustainable Economic Development Goals focus on Education as a means of sustainability, and practically, there is not much information about the ESD practices in the government college sector in Bangladesh. This paper examines the integration of sustainability into the curricula, pedagogy, assessment, and co-curricular programs in such institutes. Methods: A multiple case study design was qualitative in nature. Teachers, academic leaders, and students in the selected government colleges were interviewed (twelve) in depth. Thematic analysis was used to analyse the data, which included deductive codes based on ESD competency frameworks and inductive codes that developed during the interviews.
Dr. Yarriswamy M. C, Shrishail Pundappa Gouli
This study investigates the interactive effects of emotional intelligence (EI) and intelligence quotient (IQ) on academic achievement (AA) among IX standard students. While EI and IQ are individually associated with learning outcomes, their combined influence remains underexplored. A total of 1,000 students were assessed using standardized instruments for EI, IQ, and Social Science achievement. Two-way ANOVA examined interaction effects, followed by multiple regression and path analysis to assess predictive and indirect effects. Results indicated a significant EI × IQ interaction (F = 76.41, p < .001). Students with high EI and high IQ achieved the highest academic performance, whereas students with low EI and low IQ performed the poorest. Regression and path analyses revealed that EI and IQ jointly predict academic achievement, with EI exerting both direct and indirect effects mediated through IQ. These findings emphasize the importance of considering both emotional and cognitive abilities in educational interventions
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.
Daniele Duscovich, PhD Student, Maria Rosaria Nava, PhD
Nowadays, language competences have a strategic role both to establish social relations and favour mental processes and logical/cognitive capacities, but they are not sufficient to determine the complete acquisition of a language because other dimensions need to be considered, such as the socio-cultural context. So, a specific communicative competence is necessary. In the process of language learning, especially in educational settings, verbal communication is the main and only focus because language itself has several cultural, communal and societal functions and through it people communicate their own experiences, thoughts, meanings, intentions, and identity. However, the communication process depends largely on non-verbal elements many of which tend to be ignored because they are unknown. Nonverbal communication refers to communication that occurs through means other than words, such as body language, gestures, and silence. Therefore, the unsaid is important in the communicative event and the development of intercultural competences should be seen as necessary and essential in language learning. The purpose of this conceptual paper is to shed light on this field of study and encourage the consideration of nonverbal communication clues into a language learning process.
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.
Haruna, Josephine Eleojo PhD, Omuya, Ohunene Florence PhD, Tolorunleke, Emmanuel Adebayo PhD
The study examine leverage technology on Provision and Management of School Plant in tertiary institutions in Kogi State. The study has two objectives among which is to evaluate the Impact of technology on School Plant Management. The research questions and hypotheses are in line with the research objectives. Descriptive Survey Research design was adopted,the population of the study includes all tertiary institutions in Kogi State, stratified random sampling technique was used to select four (4) tertiary institutions with 400 sample size which comprises the Deputy Vice-Chancellor Administrations, Dean of Faculties and Head of Departments. Structured questionnaires with four likert scale and it is tagged “Leveraging on Technology for Provision and Management of School Plant” (LOTFPAMOSP). The instrument was tested using test retest with a coefficient of 0.86. Simple percentage was used to answer the research questions and Pearson Product Moment correlation was used to test the hypotheses at 0.05 significance level. The finding shows that there is significant relationship between technology and school plants provision as technology facilities school plant provision in tertiary institutions. The study concludes that using technology in provision and management of school plants make utilization of school plant effectively and efficiently. The study recommend the use of Computerized Maintenance System (CMS) should be provided for tracking repairs and maintenance.
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.
Abdullateef Abdulrahman, Ayinla, F.B., Ibrahim M.A.
One of the major sources of revenue to government is through taxes levy on taxpayers including corporate organizations. However, companies find ways to reduce their tax liabilities (either legally or otherwise). To avoid penalties, there is a need for every company to set effective management policies and engage in social activities that are allowed by the tax laws as well as tax authorities. Therefore, this study examined the effect of management compensation and corporate social responsibilities on corporate tax aggressiveness practices among listed non-financial companies in Nigeria. The study specifically examined the effects of management compensation and corporate social responsibility on corporate tax aggressiveness practice. Ex-post facto research design was adopted. The sample of the study comprised of sixty-two companies chosen from the total population of one hundred and five manufacturing companies listed on the floor of the Nigerian Stock Exchange for the period ended 31st December 2024. The study covered the period spanning from 2012 to 2024. The data were analyzed using descriptive (mean, standard deviation, minimum and maximum values) in order to summarized the large set of data collected while the hypotheses were tested using random-effect regression analysis. The result of the study indicated that management compensation has a positive and significant effect on corporate tax aggressiveness practices of listed non-financial companies in Nigeria as shown by coefficient values of 4.3789 with p-value of 0.004 at 5% level of significance. The result implies that management can engage in corporate tax aggressiveness practice if his reward system is attributed to lower tax payment and consequently better reward system, indicating the higher the management compensation, the higher the level of corporate tax aggressiveness. On the other hand, the results of the corporate social responsibility has a positive but insignificant influence on corporate tax aggressiveness among listed non-financial companies in Nigeria. Therefore, the study concluded that management compensation has high tendency of increasing the practices among listed non-financial companies in Nigeria. The study therefore recommended that the reward or compensation of the management should not be solely tied to only financial performance as this could make the management to engage in some manipulations and dysfunctional behavior that will have bad reputation on the company.
Edidiong Isidore Nyoyoko, Elizabeth O. IDOWU, Florence Godwin Essien
This research investigated the influence of marital factors on domestic abuse among married female secondary school teachers in Akwa Ibom State. The study was guided by three research questions and three corresponding hypotheses, and it employed an experimental research design. The target population consisted of 3,132 married female teachers for the 2024/2025 academic session, selected from a total of 7,026 teachers across 274 public secondary schools in the state. A sample of 346 married female teachers was determined using the Research Advisors sample size determination table and selected through a stratified random sampling technique. Data were gathered using a structured instrument titled Marital Factors and Domestic Abuse among Married Female Teachers Questionnaire. The collected data were analyzed using simple linear regression, and all hypotheses were tested at the 0.05 level of significance. The results indicated that marital factors have a significant influence on the incidence of domestic abuse among married female secondary school teachers in Akwa Ibom State. It was concluded that married female teachers who exhibit positive marital factors, such as self-control, mutual respect and integrity, are more likely to maintain peaceful and domestic abuse-free marital relationships. Consequently, fostering these qualities can contribute to their emotional stability and overall well-being, which in turn may enhance their professional effectiveness. Recommendations were made that every relationship requires the ability to manage certain situations either good or bad and spouse should have proper self-control; respect for each other is not an option but necessary conditions for social existence, and integrity is needed for marital stability since family stability could predict societal stability.
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.
Mercy T. Alsonado
Poetry is a form of art and literature characterized by its diverse forms and stylistic variations. A poem is easily distinguished by its structure, often adhering to a particular rhythmic or sound pattern at the end of each line. It is composed of stanzas and verses, typically consisting of eight, twelve, sixteen, or twenty-four syllables. This study sought to examine the lines and expressions within selected poems that embody the theme of peace. This section of the paper discusses the statements in each poem that highlight the theme of peace. The study aimed to determine the various methods and techniques employed by poets in articulating the theme of peace in their literary works. Findings revealed that the poets utilized allegories or figurative expressions containing implicit meanings to artistically express the theme of peace in their poems, thereby enriching and enhancing the aesthetic quality of the entire composition. The researcher recommends the reinforcement of the study’s findings through further research focusing on related topics to provide a more comprehensive understanding of the subject.
Filipinas Gloria Abundabar
This study determined the motivation, barriers, and self-efficacy on digital technology of the nurse educators in the selected HEIs in CALABARZON, Philippines. Varied aspects of socio-cultural, training and professional development, attitude, leadership and administration, and pedagogy influenced the motivation in digital technology among nurse educators. On the other hand, lack of internet service, requiring more time to fully integrate technology in teaching, lack of adequate and necessary training, unclear implication of technology in professional practice, and lack of competence in adopting technology hindered their digital technology integration. Self-efficacy is facilitated by easy access to resources from the online library, the capability to meet deadlines, the capacity to efficiently learn to use a new type of digital technology, and being able to carry out their ethico-legal responsibilities regarding their role as teachers. Motivation and barriers are interrelated variables that influence digital technology use and integration among nurse educators. Barriers and self-efficacy have a high positive relationship that when self-efficacy is low, a reduction of barriers is also noted. Thus, nurse educators must be provided with continued support and training as they adapt to the education landscape and as they embrace the instructional challenges brought about by digital technology in the 21st century classroom.
Aneta Naumoska
This paper investigates how multimodality functions within eTwinning projects in Initial Teacher Education (ITE) and how these practices prepare pre-service English language teachers for digitally connected and intercultural classrooms. The objectives of the study are to clarify how multimodal meaning-making is enacted through eTwinning collaboration, to analyze the support that eTwinning ITE Ambassadors and teacher educators provide, and to propose strategies for embedding multimodal project work into higher education curricula. This paper follows a conceptual and exploratory research design, drawing on social semiotics, sociocultural theory, and intercultural communicative competence. Through policy reports, peer reviewed studies and documented cases from European institutions it identifies patterns, challenges, and opportunities in current practice. It is shown that eTwinning projects generate rich multimodal artefacts, such as digital stories, infographics, virtual exhibitions, and collaborative videos. These tasks foster digital literacy, creativity, and intercultural awareness, and they give pre-service teachers hands on experience with tools and communication practices common in contemporary ELT. This paper further concludes that ITE Ambassadors and teacher educators play a decisive scaffolding role as they train students in multimodal tools, support pedagogical design, mediate intercultural communication, and help integrate eTwinning into course structures. Despite clear benefits, certain challenges do persist, including uneven digital competence, limited institutional support, superficial uses of multimodality, and restrictive curricula. The paper concludes that eTwinning offers a strong framework for integrating multimodal, collaborative, and intercultural pedagogy into teacher preparation. Lasting impact, however, depends on systematic curriculum integration, clear assessment criteria, and institutional recognition of ITE Ambassador and teacher educator roles. The study outlines future research needs and provides practical recommendations for strengthening multimodal eTwinning implementation in ITE.
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.
Maslawati Mohamad, Minoshini Murgayah.
This study systematically reviews the role of Artificial Intelligence (AI), particularly ChatGPT, in enhancing reading comprehension and analytical skills among primary school pupils. The objective is to evaluate the effectiveness, engagement outcomes, and pedagogical implications of AI-assisted learning in literacy education. Using the PRISMA 2020 framework, peer-reviewed studies published between 2020 and 2025 were identified from Scopus, ERIC, and Google Scholar. The inclusion criteria focused on empirical research involving AI-driven reading comprehension interventions at the primary education level. The findings reveal that AI-assisted tools like ChatGPT significantly improve pupils’ engagement, reading comprehension, and analytical thinking by providing personalized feedback, adaptive questioning, and real-time support. Qualitative studies highlighted increased learner motivation and participation, while experimental research demonstrated measurable gains in reading performance and critical reasoning. Mixed-methods studies further emphasized the complementary role of AI in supporting teachers through automated assessment and individualized lesson planning. However, challenges such as limited long-term evidence, overreliance on AI, and ethical concerns including data privacy and content accuracy remain notable limitations. The review concludes that AI-powered platforms have the potential to transform reading instruction by promoting interactive, personalized, and data-driven literacy development. For sustainable integration, educators must receive AI literacy training, and policymakers should establish clear ethical frameworks. The study contributes to understanding how ChatGPT can serve as an assistive educational tool, complementing human-led instruction while fostering critical and independent reading skills among young learners.
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.
Ekanem Samuel Michael, Imaobong David Akpan, Udo, Simeon Anike, Ukpong, Jesse Cletus
The study examined the influence of play on cognitive development of primary school pupils in Uyo local government area. Ex-post facto research design was adopted for the study. and the population of the study consisted of 10537 pupils in all the public primary schools in Uyo Local Government. A sample sign size of 150 was selected using a simple sampling technique. A structured questionnaire titled Play and Cognitive Development Questionnaire (FCDQ), developed on a four point likert scale was used as instrument of data collection. The instrument was validated by experts in test and measurement and a reliability coefficient index of 0.76 was obtained using Cronbach Alpha statistics. Statistical mean and standard deviation was used in answering research questions while dependent t-test analysis was used in testing the null hypotheses at .05 level of significance. The results indicated that social play, pretence play and associative play significantly influence cognitive development of primary school pupils in Uyo Local Government Area. it was recommended among others that play time should be adequately integrated in the teaching and learning process design for primary school pupils.
Cherish Alyssa G. Eva, Christian M. Nioda, Jamaliah Claire M. Angni, Mae C. Cabreros, Oscar S. Recto, Jr., Renzo Achilles P. Caraballe, Rotchin S. Gomez
First-time voters play a crucial role in shaping the democratic landscape, reflecting the evolving political awareness of the youth. This quantitative-descriptive study examined the factors influencing the voting decisions of first-time Senior High School voters at Dapa National High School (SY 2025–2026), focusing on peer influence, family influence, political party affiliation, media exposure, and school influence, as well as variations across age, sex, track, and socioeconomic status. A validated survey was administered to 253 respondents selected via stratified random sampling. Data were analyzed using frequency, percentage, mean, standard deviation, one-way ANOVA, and Pearson’s r correlation. Results indicated that family income significantly influenced political party affiliation (p = 0.019), while media exposure positively correlated with party affiliation (r = 0.247, p < 0.001). A strong correlation between family and school influence (r = 1.000, p < 0.001) highlighted the complementary roles of home and education in civic formation. Findings suggest that socioeconomic status and media engagement significantly shape young voters’ political orientations, emphasizing the need for enhanced media literacy, civic education, and family involvement to nurture informed and responsible first-time voters.
Ahmed Mohammed Ahmed Al-Haddar, Hussein Ali Abdullah Al-Thulaia, Kasimah binti Kamaruddin, Nur Sakiinah binti Ab Aziz, Tasnim binti Abdul Rahman
This study develops an innovative ethical framework for navigating contemporary tribulations by drawing upon Prophetic traditions. It begins with an exploration of the concept of tribulation (*fitan*) through linguistic, terminological, Qur’anic, and Prophetic perspectives, situating it within both classical Islamic thought and modern challenges. The research then examines the role of ethics in shaping moral resilience, stability, and clarity during times of crisis. Using inductive and analytical methodologies, the study systematically investigates relevant Prophetic hadiths, the practices of the Companions in confronting tribulations, and insights from classical and contemporary commentaries. By synthesizing these sources, the paper proposes a forward-looking ethical paradigm rooted in Prophetic guidance that offers practical principles for managing crises, addressing social and moral disorientation, and fostering resilience in Muslim societies today. This contribution enriches the field of Islamic ethics and provides an innovative model for contemporary scholarship on religion, ethics, and crisis management.
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.
Famakinwa, Adebayo, Ikuenomore, Mosunmola Grace, Ojo, Oluyemi Christianah
The role of folklore play-way in this modern era of science education has been relegated, if not in extinction. With educational problems becoming more diverse and complex, the world now realizes that to deal with some of the challenges at hand which are created by modern-type western education, there is need to tap from and utilize folklore play-way of the indigenous people. Based on this premise, this study investigated the influence of folklore play-way Method (FPWM) and traditional lecture method (TLM) on attitudes of children towards Basic science. Two interlinked methods; the phenomenological and Quasi experimental pretest-posttest control group design was used by the researchers to carry out the study. Primary two pupils obtained from the intact classes of the two selected primary schools in Ondo west local government area of Ondo State participated in the study. A validated instrument named Pupils’ Basic Science Attitude Scale (PBSAS) with a reliability coefficient of 0.85 was the main instrument used to collect data for the study. Descriptive statistics and Analysis of covariance was used to analyze the data collected. The results of this study indicated that there was a significant main effect of methods on attitudes of children using FPWM and TLM, (F = 110.036, p < .05). There was no significant main effect of gender on children’s attitude (F = 0.603, p > .05). Furthermore, there was a significant interaction effect of gender and methods on pupils’ attitude (F = 59.5, p < .05) towards Basic science. The study recommended that folklore song-dance play-way needs to be resuscitated at the primary school level and that curriculum planners should incorporate the usage of folklore song-dance play-way method as part of the approved methods of teaching Basic science in the primary schools.
Jamil Suprihatiningrum, Nani Sukma Wati
Inclusive education has become a global priority aligned with Sustainable Development Goal 4 and the UN Convention on the Rights of Persons with Disabilities (UNCRPD), emphasizing fair access and participation for all learners. In this context, chemistry, due to its abstract and experimental nature, presents unique challenges for students with disabilities and calls for teachers who are conceptually, emotionally, and pedagogically prepared. This study examines the readiness and attitudes of pre-service chemistry teachers toward inclusive chemistry education, focusing on the influence of gender, teaching experience, and institutional background. Using a quantitative survey design, data were collected from 135 pre-service chemistry teachers across four universities in Yogyakarta and Semarang, Indonesia. The instruments included a validated Likert-scale questionnaire measuring attitudes, readiness, and knowledge of inclusive education. Data analysis with the Mann–Whitney U test was employed because of the non-normal data distribution. Results showed that participants held positive attitudes and had strong conceptual knowledge of inclusive education (M = 8.50/10; 85.03%), although their level of readiness remained moderate and mainly theoretical. Gender significantly influenced attitudes, with females showing higher affective responses, while no notable differences appeared across institutions or teaching experience. Applying Self-Efficacy Theory and the Theory of Planned Behavior, the study concludes that positive attitudes and a solid conceptual understanding form a promising foundation, but practical readiness requires structured mastery experiences, reflective mentoring, and institutional support. The findings provide empirical evidence and theoretical insights into preparing inclusive science teachers, highlighting the importance of integrating inclusive pedagogy across discipline-specific curricula.
Afiza Ismail, Azhar Abd Aziz, Iqbal Hakim Mohd Ab Ghani
The rapid advancement of virtual reality (VR), augmented reality (AR), mixed reality (MR), and related technologies has catalysed the emergence of the metaverse as a promising environment for transforming teaching and learning. Technical and Vocational Education and Training (TVET), with its strong emphasis on hands-on and practice-oriented learning, is particularly well-positioned to benefit from immersive, interactive technologies. However, in Malaysia, little is known about how ready TVET educators are to adopt metaverse-related applications in their teaching, and what conditions would support or hinder such adoption. This study explores the readiness of metaverse-related applications for teaching and learning in Malaysian higher TVET education from the perspective of educators. A qualitative research design grounded in an interpretivist paradigm was employed. Semi-structured online interviews were conducted with five TVET educators from higher TVET institutions in Central Peninsular Malaysia. The interview protocol was adapted from prior work and conceptually structured using the Lokman Emotion and Importance Quadrant (LEIQ™) and the Technology Adoption Life Cycle (TALC) theories. Thematic analysis was used to analyse the data, leading to nine key themes grouped into four strategic clusters: assessing readiness for adoption, addressing challenges, leveraging enablers, and articulating a vision for future integration. The findings indicate that educators exhibit positive attitudes towards technology, perceive strong institutional support, and have access to basic technical infrastructure, suggesting conceptual readiness to adopt metaverse applications. Nevertheless, significant cost barriers and technical issues—such as hardware availability, scalability, maintenance, and connectivity—remain critical constraints. Training opportunities, institutional initiatives, and collaboration with industry emerged as powerful enablers. The analysis further suggests that metaverse adoption in Malaysian TVET currently lies in the “chasm” between early adopters and the early majority. The study concludes that strategic planning, sustained investment, and systematic capacity-building are essential to move metaverse applications from promising pilots to mainstream practice in TVET education.
Wan Nur Amirah Wan Zulkifli, Zahidah Ab-Latif
This study explores the readiness of pre-service teachers to implement Artificial Intelligence (AI)-based learning within the Faculty of Technical and Vocational Education at Sultan Idris Education University (UPSI). Despite the increasing integration of AI into Malaysia’s national education curriculum by 2027, many pre-service teachers demonstrate limited knowledge, technical skills, and positive attitudes toward AI adoption in educational settings. Employing a quantitative research design, data were collected through a structured questionnaire distributed to 184 purposively selected respondents. The study aimed to examine the relationships between knowledge, skills, and attitudes, and their influence on pre-service teachers’ readiness to apply AI in teaching and learning. Findings revealed significant positive correlations between readiness and knowledge (r = 0.822), skills (r = 0.795), and attitudes (r = 0.792), with all results statistically significant at p < 0.001. These results underscore the importance of equipping future educators with foundational AI competencies. The study recommends structured training programs and early exposure to AI technologies to enhance the digital teaching capabilities of future educators.
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.
Athirathan, S.
The study applies statistical analyses to examine the correlations between appointment types—such as permanent, temporary, and contractual—and levels of job satisfaction. Preliminary findings suggest that appointment types significantly influence teachers’ perceptions and attitudes toward their profession, with permanent teachers generally reporting higher satisfaction levels compared to their temporary and contractual counterparts. The results underscore the importance of appointment stability and job security in fostering positive work experiences among Tamil medium teachers. The study concludes with recommendations for policymakers and educational administrators to consider appointment policies that enhance job satisfaction, thereby improving teacher retention and overall educational outcomes in the Colombo Education Zone. This research contributes to the broader understanding of employment conditions and their impact on teacher motivation, ultimately supporting the development of targeted interventions to promote a satisfied and committed teaching workforce. Teachers with College Education Appointments reported the highest mean satisfaction (M = 3.60), followed by those with A-Level Appointments (M = 3.45), and Graduate Appointments (M = 3.25). One-Way ANOVA results indicated significant variations (F = 7.85, p = 0.001), with post-hoc tests showing that college-educated teachers are more satisfied than their graduate counterparts. The findings suggest that appointment pathways influence perceptions of job fulfillment, potentially due to factors such as remuneration, professional development opportunities, and social recognition associated with college appointments. Further analysis highlights that appointment stability impacts job satisfaction, with permanent teachers exhibiting higher satisfaction compared to temporary and contractual teachers. Logistic regression identified job security and promotion prospects as key predictors of satisfaction, with permanent teachers being notably more content. Conversely, temporary and contractual teachers expressed dissatisfaction primarily due to insecurity, limited career growth, and uncertainty of contract renewal. The results underscore the importance of employment stability and career advancement opportunities in enhancing teacher morale. Addressing disparities in appointment types and improving job security can foster a motivated and effective teaching workforce, ultimately contributing to improved educational outcomes within the region.
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.
Lynneth F. Lumantas, Nenita I. Prado
Academic underachievement is a global concern in educational institutions, which can be linked to factors such as inadequate self-awareness, knowledge deficits, and unfavorable personality traits. Hence, this descriptive correlational study assessed the levels of self-awareness (reflection, goal setting, self-monitoring, metacognitive skills), knowledge (content mastery, information recall, critical thinking), and personality traits (conscientiousness, openness to experience, emotional stability, proactivity), and examined their relationships with academic performance among nursing students in Higher Education Institutions (HEIs) in Davao del Sur. Findings revealed high self-awareness among students, especially in reflection and self-monitoring, while systematic goal setting and advanced metacognitive strategies were less practiced. Knowledge levels were also high, with strengths in content mastery and recall, but challenges in practical application and long-term retention. Critical thinking was present but required improvement in deeper inquiry and theoretical application. Personality traits showed strong proactivity, conscientiousness, and openness, while emotional stability under prolonged stress was weaker. Result also revealed that students’ academic performance was generally high. Pearson correlation analysis further revealed that reflection, content mastery, and openness to experience significantly linked to students’ academic performance. Hence, these findings underscore the importance of Nursing HEIs in cultivating reflective practices, strengthening content mastery, and supporting the development of openness to experience to enhance students’ academic performance.
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.
W.A.W.G.P.N. Weerasinghe
The aim of this study is to examine the extent to which stakeholders' attitudes have changed regarding the shift of the general school structure towards Inclusive Education (IE) practices. This research was conducted using case study design and a qualitative approach. Five general schools implementing inclusive education practices in the Batticaloa District were selected using convenience sampling method. The participants comprised five Assistant Directors of Education for Special Education, five principals, five classroom teachers, and ten subject teachers. Interview schedules were used to collect data from the Assistant Directors of Education for Special Education, principals, and classroom teachers. A focus group discussion schedule was used to collect data from subject teachers in inclusive classrooms. Descriptive analysis was employed to analyze the data through coding, categorization, and theme generation. The findings indicate that stakeholders in inclusive education demonstrate positive attitudes and practices towards both key areas: provisions for special needs and student interactions within inclusive settings. On the other hand, stakeholders demonstrate negative attitudes and face practical challenges regarding the development of Individualized Education Programmes (IEPs) for students with special educational needs, as well as in relation to inclusive education policies. Furthermore, mixed attitudes are evident towards the implementation of physical structures for inclusive education. In this respect, negative attitudes are observed among higher authorities, while teachers display more positive attitudes. Based on these findings, it is recommended that awareness be strengthened at both school and zonal levels regarding the importance of inclusive education policies and Individualized Education Programmes to enhance inclusive education practices for students with special educational needs in government schools in the Batticaloa District. In addition, awareness should be raised about the need for appropriate physical infrastructure for inclusive education and the responsibilities of relevant stakeholders in ensuring its provision.
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.
Kamariah Hussein, Nor Aisyah Fadil, Nor Aslina Ab Jalil, Raziana Che Aziz, Rozila Ibrahim, Safiah Md Yusof, Siti Fatimah Md Shariff, Zuraida Jorkasi
Statistics plays an important role in nursing education as it supports clinical judgement, patient assessment, and the interpretation of healthcare findings. Many nursing undergraduates find this subject difficult, especially in Open and Distance Learning (ODL), where academic commitments must be managed together with shift duties and personal responsibilities. This study explores learning behaviour, performance patterns, and topic-level mastery among more than 300 nursing students enrolled in an online statistics course built around healthcare examples. The course uses e-lessons, a digital flipbook, guided discussions, online quizzes, and a final examination. Results show that learners perform well in descriptive topics that use common patient data but face difficulty with inferential topics such as sampling, probability, confidence intervals, and hypothesis testing. Engagement peaks were recorded before assessments, showing that many students study close to deadlines. The study outlines suggestions for improving support, such as structured scaffolding, healthcare-based examples, and early alerts for students who require additional help.
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.
Kamarul Amir Mohamed, Mohd Qadafie Ibrahim
The rapid integration of Artificial Intelligence (AI) tools into creative and commercial industries necessitates a corresponding shift in higher education curricula. This paper presents a classroom-based case study investigating engineering students' awareness and perception of AI integration within a "Packaging Design and Technology" course at a technical university. The project required students to design a sustainable chip package and execute a TikTok marketing campaign, explicitly mandating the use of AI tools across the entire workflow; from ideation and graphic design to content creation and campaign strategy. Through surveys, analysis of the project brief, AI workflow examples, and a review of contemporary literature, this study establishes a framework for evaluating student AI literacy, ethical awareness, and perceived impact on creativity and efficiency. Preliminary findings suggest that structured, mandatory integration of AI in project-based learning is a critical pedagogical approach for bridging the skills gap between academic training and industry demands in the converging fields of design, engineering, and marketing.
Johana Mae M. Talledo, Karin Jane D. Buna, Marlon C. Tabaosares, Scott L. Gahum, Yvonie Angel S. Jamero
In schools, teachers provide feedback to students to enhance their academic performance and motivation. This study aimed to explore students' perceptions of teacher feedback and its relationship to academic motivation at Mindanao Mission Academy, a faith-based institution. The research employed a quantitative approach, analyzing survey data from 250 Senior High School students to assess the impact of various types of feedback, including constructive, corrective, and praise. The findings revealed a significant positive relationship between teacher feedback and student motivation, with an overall mean of 3.94 (SD = 0.95), indicating a high level of influence. Specifically, constructive feedback (M = 4.08, SD = 1.05) and praise (M = 4.11, SD = 1.01) emerged as significant positive predictors of academic motivation. Regression analysis confirmed that constructive feedback (β = 0.525, p = .003) and praise (β = 0.263, p = .022) had a strong and significant impact. While corrective feedback was less influential compared to the other types, it still played a crucial role as a predictor of students' motivation. Furthermore, Senior High School students showed a greater appreciation for constructive feedback. These results align with existing literature, indicating that effective feedback practices are essential for enhancing student motivation. The study suggests that comprehensive teacher feedback should be delivered effectively, particularly when including corrective feedback, which must be provided in a supportive and encouraging manner. To conclude the results indicate that at this faith-based institution, teachers tend to offer constructive feedback more frequently than praise or corrective feedback, fostering greater student motivation and engagement in academic activities. This approach aligns with the school's philosophy of holistic development, which emphasizes both academic and spiritual growth.
Mark Taban Francis
The purpose of this study was to implement and evaluate a developed teacher training program aimed at enhancing the pedagogical knowledge and teaching competencies of unskilled teachers or beginner teachers in South Sudan, particularly those teaching literacy and numeracy in secondary schools. In a February 16, 2024 interview with Eye Radio, Kuyok Abol Kuyok the then Undersecretary of the Ministry of General Education and Instruction reported that only 20% of South Sudan’s 64,000 teachers—about 15,360—are professionally qualified. This indicate that, there is a general lack of adequate programs to improve the quality of education, particularly in the areas of literacy and numeracy. This study sought to bridge the gap between unskilled teachers’ existing instructional practices and the learner-centered pedagogical approaches required for effective teaching and learning. The program development intervention (PDI) focused at equipping teachers with effective instructional methods, classroom management techniques, and learner-centered approaches, the program belief to directly improve lesson delivery and student engagement. This shortage of qualified teachers stems largely from rapidly growing school sectors which is being aggravated by a number of other factors too, including government recruitment policy, the aging teaching population, the high turnover rate of teaching staff, and the unattractiveness of teaching as a career compared to other careers (Ingersoll, 2002; Santiago, 2002).
Noor Banu Mahadir Naidu, Nurul Nadia Ibrahim
The importance of character development in educators has garnered increasing attention within the field of education as it is closely linked to the ethical and effective delivery of teaching. Character traits such as honesty, courage and respect not only shape the personal and professional traits of teachers but also significantly influence the learning environments they create for their students. This study aimed to explore expert consensus on teacher character development by integrating the philosophical concepts of virtue and eudaimonia, which are essential for fostering ethical and effective teaching practices. This study aimed to explore expert consensus on teacher character development by integrating the philosophical concepts of virtue and eudaimonia which are essential for fostering ethical and effective teaching practices. The study employed the Nominal Group Technique (NGT) to elicit and synthesise the perspectives of educational experts regarding the key elements that constitute teacher character development. The participants comprised nine panels of educational experts with diverse backgrounds in teaching, teacher education and educational psychology, thereby ensuring a comprehensive range of perspectives. The findings revealed a strong consensus among experts on the importance of cultivating specific virtuous character traits in teachers including honesty, courage, wisdom, generosity, justice, respect and humility. Furthermore, the study highlighted the critical role of eudaimonia in teacher character development encompassing aspects such as finding deeper meaning in one’s work, continuous personal and professional growth and maintaining a healthy work–life balance. Overall, this study contributes to the growing body of research on character based approaches to teaching and offers valuable insights for the development of more holistic and sustainable strategies to support teacher well-being and teaching effectiveness.
Mulaa Victor
The Kenyan Competency based curriculum key fundamental ability that should be taught and incorporated into all types of educational endeavours is digital literacy. This paper explores teachers’ perception towards digital literacy integration in early years education in public primary schools in Nakuru County. The study objective was to determine teachers' perception towards digital literacy integration in the early years' education. The correlation research approach was utilized for this study and a sample of 157 teachers, 16 Head teachers were involved. Qualitative and quantitative data was collected using questionnaires and observation. Quantitative data was analyzed and the results were produced in themes based on the responses in bar graphs and tables. This study also analyzed qualitative data using descriptive statistics such as means, percentages and Pearson moment correlation inferential statistics. This study found that teacher’s perception greatly influences the integration of digital literacy.
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.
Aileen B. Sarte
This study examines the experiences of Political Science students with the teaching strategies employed by their teachers in the context of flexible learning. This learning modality was practiced during the pandemic when classes were conducted synchronously and asynchronously. It covered three main objectives: (1) to ascertain the level of effectiveness of the teaching strategies in flexible learning used by the Political Science faculty members in their professional courses as perceived by the students; (2) to identify the factors contributing to the level of effectiveness of the teaching strategies as perceived by the students; and (3) to determine the challenges the students encountered in relation to the teaching strategies employed by their subject teachers for flexible learning. This study used the mixed-method approach. A structured questionnaire was developed to collect the necessary data and was distributed to 153 respondents. For the analysis of the answers obtained from the interview of 12 students, thematic analysis was used to determine the challenges and factors affecting the effectiveness of the teaching strategies. The findings revealed that the most effective strategy was the use of visuals, including PowerPoint presentations, as it stimulates the imagination and helps students develop visual thinking skills. Other learning strategies were considered only effective because they do not warrant a conducive learning environment suited for synchronous and asynchronous classes. The factors that contributed to the effectiveness of these strategies included the creation of school policies to accommodate flexible learning modalities, managing learner behavior to provide productive learning opportunities, presenting appropriate content, and engaging teachers in targeted behavioral interventions. The most frequently observed challenges in the conduct of flexible learning include engagement issues such as reporting without proper feedback, the overwhelming volume of activities, and irregular attendance by teachers.
Aileen B. Sarte
This study examines the experiences of Political Science students with the teaching strategies employed by their teachers in the context of flexible learning. This learning modality was practiced during the pandemic when classes were conducted synchronously and asynchronously. It covered three main objectives: (1) to ascertain the level of effectiveness of the teaching strategies in flexible learning used by the Political Science faculty members in their professional courses as perceived by the students; (2) to identify the factors contributing to the level of effectiveness of the teaching strategies as perceived by the students; and (3) to determine the challenges the students encountered in relation to the teaching strategies employed by their subject teachers for flexible learning. This study used the mixed-method approach. A structured questionnaire was developed to collect the necessary data and was distributed to 153 respondents. For the analysis of the answers obtained from the interview of 12 students, thematic analysis was used to determine the challenges and factors affecting the effectiveness of the teaching strategies. The findings revealed that the most effective strategy was the use of visuals, including PowerPoint presentations, as it stimulates the imagination and helps students develop visual thinking skills. Other learning strategies were considered only effective because they do not warrant a conducive learning environment suited for synchronous and asynchronous classes. The factors that contributed to the effectiveness of these strategies included the creation of school policies to accommodate flexible learning modalities, managing learner behavior to provide productive learning opportunities, presenting appropriate content, and engaging teachers in targeted behavioral interventions. The most frequently observed challenges in the conduct of flexible learning include engagement issues such as reporting without proper feedback, the overwhelming volume of activities, and irregular attendance by teachers.
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.
Sigit Prastya, Zainur Rofiq
This study aims to analyze: 1) the degree of contribution of industrial work practice (PKL) experience on welding competency, 2) the degree of contribution of learning motivation on welding competency, 3) the degree of contribution of workshop facilities on welding competency, and 4) the simultaneous contribution of PKL experience, learning motivation, and workshop facilities on welding competency of 12th grade students at SMKN 1 Duduksampeyan Gresik in the 2024/2025 academic year. This research employed a quantitative approach with an ex-post facto design. The subjects comprised the entire population of 12th grade students in the Welding Engineering Program at SMKN 1 Duduksampeyan, totalling 104 students, selected using the total sampling method. The subjects were selected using a total sampling method. Data were collected using questionnaires to measure PKL experience, learning motivation, and workshop facilities, as well as documentation of Skill Competency Test scores to measure welding competency. The instruments were subjected to validity and reliability testing, with all questionnaire items declared valid and reliable. Data analysis was performed using simple linear regression and multiple linear regression. The research results indicate that partially, PKL experience, learning motivation, and workshop facilities have a positive and significant effect on welding competency of 12th grade students at SMKN 1 Duduksampeyan Gresik in the 2024/2025 academic year. The magnitude of the coefficient of determination (r2) for each variable sequentially is: PKL experience (84,8%), learning motivation (84,5%), and workshop facilities (68,6%). Furthermore, the simultaneous test results demonstrate a significant collective influence of the three variables on Welding Competency, with a simultaneous contribution (R2) of 92,7%. The effective contribution of each variable's influence was: PKL experience 40,25%, learning motivation 40,37%, and workshop facilities 12,09%. Based on these findings, it is recommended that schools optimize the PKL programs by establishing sustainable partnerships with credible welding companies or workshops, facilitating instructional strategies that foster learning motivation, and providing adequate workshop facilities to consistently maintain the quality of student competency.
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.
Memiyanty Abdul Rahim, Mohamad Afandi Md Ismail, Mohd Sirajuddin Siswadi Putera Mohamed Shith, Muhamad Hasif Yahaya, Muhammad Syahrul Deen Bin Ahmad Rosli
This study examines the effectiveness of the Knowledge Transfer Programme (KTP), specifically the STP-KPAB40 initiative, in enhancing entrepreneurial capacity among asnaf and B40 microentrepreneurs in Pangkor Island, Malaysia. Amid the socioeconomic disruptions following the COVID19 pandemic and the designation of Pangkor as a duty-free island, many small traders faced financial instability and limited business capabilities. To address these challenges, Universiti Teknologi MARA (UiTM) through the Academy of Contemporary Islamic Studies (ACIS) implemented a structured intervention model comprising three modules: Self-Transformation, Entrepreneurial Knowledge and Skills, and Sustainability. Using a descriptive quantitative approach, survey data were collected from 12 active programme participants to evaluate three key constructs: subjective norms, programme effectiveness, and business performance. The findings reveal overall positive outcomes, with all constructs recording above-average mean scores on a seven-point Likert scale. Programme effectiveness achieved the highest score, indicating strong satisfaction with the training content and delivery. Business performance also demonstrated promising gains, suggesting participants have begun applying new knowledge in planning and business improvement. Although subjective norms recorded relatively lower scores, social support from peers and communities remains moderately strong, highlighting an opportunity for enhanced local engagement and networking initiatives. These results demonstrate that a holistic, Islamic-based knowledge transfer model can improve entrepreneurial confidence, skills, and early business growth among vulnerable groups. The study recommends expanded sampling, follow-up coaching, and mixed-method evaluation in future research to strengthen generalisability and assess long-term socioeconomic impact. Overall, the KTP-STP-KPAB40 programme offers an effective framework for poverty alleviation, empowerment, and sustainable community development within the asnaf ecosystem.
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.
Md. Mehedi Hasan, Md. MehedNoor-A-Jannath Taniai Hasan, Shahnara Parvin, Snehangshu Shekhar Chanda
The Waves is Virginia Woolf’s most experimental work and one of the most accessible novels written by any modernist novelist. Stated fully in soliloquies The Waves (1931) is well-known as one of the hardest novels of Virginia Woolf. Woolf’s creations require a deep concentration as they are not plain narratives. The profoundness of her narrative and the keenness of her descriptions simply blow the minds of the readers. The Waves charts the psychology of the six narrators and present what is going on in the minds of these characters. Virginia Woolf uses the stream of consciousness technique and delves into the inner thoughts and sensory perceptions of her characters. Although Dorothy Richardson is the first British modernist novelist who used this technique in her novel but Virginia Woolf the one who excelled this technique to another level.
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.
Aaron Martin William Messelaar
This chapter examines the intergenerational legacy of the Messelaar family within the socio-religious and leadership history of the Griqua people, with particular emphasis on the role of the Methodist Church in Southern Africa. Using a qualitative case study methodology grounded in indigenous studies, religious sociology, and historical analysis, the chapter explores how faith-based leadership traditions have shaped customary authority and contemporary advocacy. The case of Hendrik Jonathan Messelaar is analysed as a living expression of this legacy, demonstrating continuity between Methodist ethical formation and modern indigenous leadership. The chapter contributes to scholarship on African Christianity, indigenised leadership, Khoi–San customary governance, and constitutional recognition.
Dr. Nazri Atoh, Muhammad Faridzuan Anuar
According to Ab. Halim Tamuri (2015), the practice of Active Learning requires teachers to be creative in creating an effective learning environment in line with the demands of 21st-century education. The researcher found that students had a weak mastery of the Arabic language, poor Arabic vocabulary acquisition, and issues related to students’ attitudes and interest in Active Learning, as well as the teaching methods used by teachers during the Arabic Literature course.This study was conducted to examine students’ perceptions of the need for Active Learning strategies in the Arabic Literature course. The study focused on four indicators of Active Learning, namely student-centered learning, a clear and easily understood learning process, various learning activities, and two-way communication.A total of 28 fourth-year students pursuing a Bachelor of Arabic Language with Education at Sultan Idris Education University participated as respondents in this study. The research instrument used was a questionnaire containing 15 items, developed based on a Likert scale. The collected data were analyzed using SPSS for Windows Version 26. Data analysis showed that the mean value for the student-centered learning indicator was 4.18, the indicator for a clear and easily understood learning process was 4.40, the indicator for various learning activities was 4.25, and the indicator for two-way communication was 3.98. Therefore, Active Learning strategies can help enhance the students’ learning process in the Arabic Literature course
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.
Soraya Romina Palletti, MD, Veronica Mariel Palumbo MD
Accurate identification of cardiac rhythm during cardiopulmonary arrest (CPA) is crucial for patient survival. According to American Heart Association guidelines [1–3], early defibrillation is essential for shockable rhythms—ventricular fibrillation (VF) and pulseless ventricular tachycardia (VT)—while early epinephrine administration is required for non-shockable rhythms such as pulseless electrical activity (PEA) and asystole. This quasi-experimental pretest/posttest study aimed to compare rhythm recognition before and after simulation-based training. Seventy-five incoming pediatric residency physicians participated (final posttest sample: 53). Three rhythm-identification items—sinus bradycardia/PEA, VT, and VF—were evaluated in both assessments. Training took place within an intensive course on pediatric emergency assessment and initial management. Pretest results showed correct recognition rates of 88% for VF, 84% for PEA, and 73.3% for pulseless VT. Posttest data demonstrated improved discrimination between shockable and non-shockable rhythms, particularly by eliminating confusion between PEA and shockable rhythms. However, persistent errors in rhythm interpretation and a statistically significant decline in VF recognition highlighted important weaknesses. These findings underscore the need for more comprehensive and targeted training to ensure rapid and appropriate decisions during CPA. Although simulation was beneficial in specific aspects, its overall effectiveness for consolidating precise rhythm identification was limited. Future iterations of the program should incorporate a dedicated rhythm-recognition station and longitudinal reinforcement strategies.
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.
N. S. Dissanayake, T. W. V. Indigahawala
This chapter presents a qualitative case study on the unique leadership practices of a principal who transformed a struggling rural primary school in a low-income farming community. Previously on the verge of closure with an enrollment of fewer than 20 students, the school experienced a dramatic and sustained increase in student enrollment, reaching a stable population of 300. Through in-depth interviews and document analysis, this study examines how the principal's specific relational and community-centric leadership style not only saved the school but also built lasting trust and collaboration among parents and teachers. The chapter argues that this principal's success was rooted in a deeply empathetic and embedded leadership approach, offering a new framework for understanding effective leadership in small, rural educational settings that challenges traditional, top-down models. This study utilizes a qualitative case study methodology, drawing on semi-structured interviews with the principal, teachers, and parents, as well as an analysis of school documents. The findings reveal that the principal’s initial focus on building genuine trust and confidence through personal outreach and an open-door policy was the foundational step in the school’s revitalization. This relational approach was coupled with the implementation of innovative, holistic programs, including those for improving academic performance and extracurricular activities, as well as unique initiatives focused on student well-being (e.g., mindfulness) and the educational development of parents. By empowering all stakeholders as active partners, the principal created a vibrant school culture that directly contributed to the dramatic increase in student enrollment and a positive shift in community perception. The chapter culminates in the proposal of a new theoretical framework, embedded relational leadership, which suggests that effective leadership in marginalized communities is profoundly shaped by a leader's ability to become an integral, trusted member of that community, rather than a top-down manager.
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.
Mohd Kipli Abdul Rahman, Nor Shuradi Nor Hashim
This article aims to evaluate the effectiveness of the theatre approach as a strategy for fostering emotional intelligence among students at the Teacher Education Institute (IPG). The study focuses on the three main components of emotional intelligence, namely self-awareness, empathy and social skills, as well as how theatre activities can support the development of these competencies. The study employs a qualitative methodology, specifically a case study, involving 30 second-year students from the Drama Education course. Data were collected through observation, semi-structured interviews, and written reflections, then analysed using thematic analysis methods to identify changes in students' emotions, social interactions, and reflection processes throughout their participation in theatre activities. The findings indicate that emotional improvisation serves as a mechanism for enhancing students' self-awareness and emotional regulation. Furthermore, role-playing activities cultivate empathy by allowing students to engage with and appreciate the perspectives of diverse characters. Mini-drama performances contribute to the development of social skills, emphasising the importance of collaboration and effective communication. Additionally, reflective discussions provide a framework for students to deepen their understanding of their emotional experiences in a comprehensive manner. The study highlights the notion that theatre transcends its traditional role as an artistic medium, functioning as a significant pedagogical tool for developing the emotional intelligence of teacher trainees. Consequently, it is imperative for the IPG curriculum to incorporate more systematic opportunities for integrating theatre as an experiential learning approach. This integration is essential for cultivating teachers who are not only empathetic and emotionally mature but also adept at managing interpersonal relationships within the educational environment.
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.
Dr. Vinay Bhogle
This article explores the ethical considerations and significant challenges surrounding Tribal Education in India. It examines the ethical imperative of providing culturally sensitive and relevant education that respects the indigenous knowledge systems and languages of Scheduled Tribes (STs). The paper discusses critical challenges, including geographic isolation, poverty, language barriers, the need for culturally appropriate curricula, and the scarcity of qualified and sensitive teaching staff. It argues that a successful and ethical approach requires a policy shift toward inclusive education, emphasizing local participation and the preservation of tribal identity alongside academic attainment.
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.
Olusegun A. Obasun
The global retail sector has undergone one of the most dramatic periods of corporate failure in modern business history. Once-dominant giants such as Sears, JCPenney, Debenhams, Edcon, and Toys "R" Us collapsed not simply because of the disruptive rise of e-commerce, but because their internal systems—strategic judgment, cultural adaptability, governance discipline, and investment priorities—failed to evolve on time. This paper challenges the conventional narrative that retail decline was technologically predetermined. Instead, it shows that the decisive breakdowns were internal: managerial myopia, financialization-driven resource erosion, and cultural rigidity that hindered organizations' ability to sense, seize, and transform in response to strategic inflection points. Drawing on eight cross-country case studies and integrating insights from the Structure–Conduct–Performance framework, Porter’s competitive strategy, the Resource-Based View, and Dynamic Capabilities Theory, the study identifies consistent patterns across diverse markets. Retail giants that collapsed did not lack resources; they lacked the ability to renew them. By contrast, resilient incumbents such as Walmart, Target, and Inditex demonstrate that reinvestment, cultural coherence, and organizational agility—not scale or history—determine survival. The study contributes a unified model explaining how strategic, cultural, and governance failures interact to erode adaptive capacity. It concludes with practical implications for executives and boards seeking to rebuild resilience in a digital, financially volatile era.