Asian Journal of Education and Social Studies

A Case Study of the Deep Integration of Modern Educational Technology in Middle School Mathematics Teaching

Xing Liu — 2026-04-06

With the rapid development of information technology and the vigorous growth of artificial intelligence, an increasing number of technological achievements have been applied to education and teaching, driving educational reform. Mathematics teaching needs to adapt to this trend and achieve in-depth integration with information technology. Abundant educational resources and convenient learning management systems provide strong support for teachers. They can enrich teaching materials, innovate teaching methods and realize personalized instruction. However, there are various obstacles in the current integration of information technology and middle school mathematics teaching. This study uses observation and in-depth interviews with frontline mathematics teachers at a public school to examine the problems in integrating modern educational technology into middle school mathematics. Based on the findings, it offers suggestions for schools, teachers, and students. Faced with the new educational model, we should constantly improve relevant training mechanisms, enhance information technology capabilities, and promote the in-depth integration of technology and mathematics teaching through multi-party cooperation. This will facilitate the development of students’core competencies and lay a foundation for future educational innovation.

The 21st Century EFL Literacy at Stake: Extending Language Literacy to Critical and Digital Empowerment

Israa Ismael — 2026-04-14

In the 21st century, English as a Foreign Language (EFL) literacy extends beyond basic reading and writing to encompass a broader set of competencies shaped by digital communication, information abundance, and global connectivity. Learners are increasingly expected to engage critically with information, interpret multimodal texts, and communicate meaning effectively across diverse contexts. Despite this shift, EFL instruction in many contexts, particularly in settings such as Egypt, remains largely skill-based and exam-oriented, emphasizing memorization and surface-level language proficiency. This article adopts a conceptual and analytical perspective to examine the gap between contemporary understandings of literacy and prevailing classroom practices. It critically discusses the limitations of traditional literacy models and the challenges posed by digital learning environments. Drawing on recent literature, the paper proposes pedagogically grounded directions for bridging this gap, including the integration of AI as a tool for critical engagement, practice-based teacher development, assessment approaches that prioritize higher-order thinking, and the incorporation of cognitively demanding tasks into everyday instruction. These shifts aim to reposition EFL classrooms as spaces for critical inquiry, multimodal communication, and informed participation in digitally mediated environments, better aligning language education with the demands of the 21st century.

Enhancing Clinical Competency through Simulation-Based Nursing Education: A Narrative Literature Review

Shenalyn A. Cacawa — 2026-04-02

Simulation-based nursing education has gained increasing recognition as an effective strategy to enhance clinical competency amid concerns regarding limited clinical exposure and patient safety in traditional training models. This narrative literature review synthesizes empirical and meta-analytic evidence on the effectiveness of simulation-based education in improving psychomotor skills, clinical judgment, critical thinking, and interprofessional collaboration among nursing students. A total of 20 peer-reviewed studies, including randomized controlled trials, quasi-experimental studies, systematic reviews, and meta-analyses published between 2010 and 2023, were analyzed.

Findings consistently indicate that simulation-based education significantly improves clinical performance outcomes compared with conventional lecture-based instruction. Structured simulation design, including guided debriefing and alignment with competency-based frameworks, contributes to enhanced learning outcomes. Evidence from large-scale studies supports the substitution of a portion of clinical hours with simulation without compromising licensure performance or readiness for practice. Improvements were observed across multiple domains, including psychomotor skills, clinical reasoning, self-confidence, and teamwork competencies essential for patient safety.

However, several implementation challenges persist, particularly in relation to financial constraints, variability in faculty preparedness, and lack of standardized evaluation tools. Emerging approaches such as virtual and technology-enhanced simulation provide opportunities to expand access while maintaining educational effectiveness. Overall, simulation-based nursing education represents a theory-driven and evidence-supported approach for developing multidimensional clinical competency. Sustained impact requires systematic curricular integration, institutional support, and continuous faculty development to ensure the preparation of safe, competent, and practice-ready nursing professionals.

Reconceptualising Quality Education in the 21st Century: Emerging Global Trends, Challenges and Policy Implications

Rinki Khatun — 2026-04-13

The concept of quality education has undergone a profound and multidimensional transformation in the 21st century, shifting from a narrow emphasis on access, enrolment, and participation to a more comprehensive and dynamic framework encompassing equity, inclusivity, relevance, sustainability, and measurable learning outcomes. Situated within the global policy architecture of Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and equitable quality education and lifelong learning opportunities for all, this paper critically interrogates the evolving paradigms that define and shape quality education in contemporary contexts. Adopting a qualitative, descriptive-analytical methodology, the study draws upon an extensive review of international policy documents, global education reports, and peer-reviewed scholarly literature to identify and synthesize key emerging trends. These include the rapid digital transformation of education systems and the integration of educational technologies, the growing prominence of competency-based and outcome-oriented learning frameworks, the expansion of inclusive and equity-driven pedagogical practices, the intensification of globalization and internationalization in education, and the increasing reliance on data-driven governance and accountability mechanisms. The paper further problematizes the uneven and asymmetrical realization of these trends across different socio-economic and geopolitical contexts by examining persistent structural challenges such as widening inequalities in access and outcomes, the digital divide, resource constraints, disparities in teacher capacity and professional development, and the enduring gap between policy formulation and effective implementation. It critically argues that quality education can no longer be understood as a static or universal construct; rather, it must be reconceptualised as a context-sensitive, adaptive, and transformative process that integrates cognitive, social, emotional, ethical, and sustainable dimensions of learning. By foregrounding the interconnections between global policy frameworks and localized educational realities, the study contributes to the ongoing discourse on redefining quality in education in an era marked by rapid technological change, socio-economic uncertainty, and global interdependence. The paper concludes by proposing a set of forward-looking policy recommendations that emphasize systemic reform, inclusive innovation, strengthened public investment, and the development of resilient and future-ready education systems capable of addressing the diverse needs of learners in the 21st century.

Competency-Based Curriculum Design for Online Graduate Education: A Scoping Review with Implications for Emerging African Universities

Sixbert Sangwa — 2026-04-24

Background: The expansion of online and hybrid graduate education has shifted the central quality question from delivery feasibility to whether institutions can credibly demonstrate advanced, assessable graduate capability in digitally mediated environments. Competency-based education offers a promising framework for this challenge, but its conceptual foundations and implementation logics remain uneven across higher education.

Objective: This scoping review aimed to map how competency-based curriculum design is conceptualised and operationalised in online graduate education and to identify curriculum, assessment, platform, faculty-development, and governance implications for emerging African universities.

Methods: Guided by Joanna Briggs Institute scoping review methodology and a Population-Concept-Context framework, the review mapped peer-reviewed studies together with selected policy and quality assurance documents retrieved through structured searching and targeted source identification relevant to online graduate education, competency-based design, and digital higher education governance.

Results: The evidence converged around six interdependent domains: competency specification, curriculum architecture, assessment evidence chains, online interaction design, learning management system configuration, and faculty and governance capability. The review found that the central problem is not merely definitional ambiguity, but the failure to sustain alignment from competency statements to valid assessment, platform workflows, and institutional quality assurance. It also found that much of the available evidence comes from higher-capacity systems and professionally regulated disciplines, limiting direct transferability to emerging African universities.

Conclusion: Competency-based online graduate curricula are most defensible when treated as institution-wide design architectures rather than course-level innovations. For emerging African universities, credible implementation depends on coherent alignment among curriculum, pedagogy, assessment, platform design, faculty development, and quality management. The review therefore argues for selective translation rather than uncritical borrowing of dominant models.

Mathematics Education in the Fourth Industrial Revolution: Barriers and Opportunities

Arthur S. Armecin — 2026-04-20

This narrative review examines the integration of Fourth Industrial Revolution (4IR) learning systems such as artificial intelligence, adaptive learning technologies, and gamified platforms in mathematics education. The review synthesizes studies published selected based on their relevance to mathematics instruction, empirical focus, and inclusion in peer reviewed journals. Studies unrelated to educational applications or lacking methodological rigor were excluded. Findings indicate that these technologies can enhance students’ critical thinking, problem solving skills, and engagement, while supporting personalized learning through adaptive and data driven instructional approaches. However, several barriers to effective implementation are consistently identified, including inadequate technological infrastructure, limited internet access, insufficient teacher training, and unequal access to digital resources. Issues related to curriculum alignment are also evident, as existing instructional frameworks and standards do not always support the integration of advanced technologies. Guided by the Unified Theory of Acceptance and Use of Technology, the review identifies key factors influencing technology adoption, including performance expectancy, effort expectancy, social influence, and facilitating conditions. Although international studies provide substantial insights, there remains a lack of context specific research, particularly within the Philippine setting. This gap highlights the need for localized investigations to support the effective, equitable, and sustainable implementation of 4IR based innovations in mathematics education.

Exploring the Influence of School Culture and Climate on Learner Achievement: A Qualitative Study of Secondary Schools in Kabwe District, Zambia

Beatrice Mumbi Mwansa — 2026-04-02

Aims: This study examined how school culture influences the relationship between school climate and learner achievement, focusing on a comparative analysis of grant-aided and government secondary schools in Zambia’s Central Province. The research was motivated by ongoing performance disparities between the two types of schools, despite their adherence to the same curriculum, prompting an investigation into institutional factors, particularly leadership and resource availability.

Study Design: The research used a qualitative multiple-case study approach grounded in an interpretivist paradigm to explore stakeholders’ experiences and perspectives on school culture, climate, and learner achievement.

Location and Duration of Study: The study was conducted in 12 secondary schools (six grant-aided and six government) in Kabwe District, Central Province, Zambia, from July to December 2024.

Methodology: Data were collected through semi-structured interviews with head teachers and Parent–Teacher Association (PTA) members, as well as focus group discussions with learners. Purposive sampling identified 156 participants, including 12 head teachers, 24 PTA members, and 120 learners, with the sample size determined by data saturation. Data analysis involved thematic coding using the open, axial, and selective coding stages. Trustworthiness was established through triangulation and member checking.

Results: The findings indicate that grant-aided schools possess cohesive cultures, transformational leadership practices, higher teacher commitment, and better resource availability, all of which promote strong learner identities and improved academic outcomes. In contrast, government schools tend to have fragmented identities, stemming from bureaucratic constraints, indiscipline, low teacher morale, and inadequate resources, collectively impeding learner achievement.

Conclusion: The study concludes that strengthening school leadership, fostering inclusive and collaborative school cultures, and implementing climate reforms, particularly those that enhance psychosocial support and stakeholder involvement, are vital for improving learner achievement, especially in government schools. The study also advocates for further longitudinal research to track how school culture develops and influences learner outcomes.

This study explores how school culture influences the relationship between school climate and learners.

Industrial Growth Dynamics in Karnataka: Evidence from Key Indicators

Kirankumar G — 2026-04-02

The study explores the growth and direction of industrial development in Karnataka by examining key indicators such as the number of industries, employment, total investment, and net turnover. The analysis is based on secondary data obtained from official publications for the period 2020–21 to 2024–25. To understand changes over time and the association among variables, the study makes use of statistical techniques such as growth rate calculation and Pearson correlation analysis. The results show that the number of industries and employment have increased steadily throughout the study period, indicating expansion in industrial activity and job creation. However, both total investment and net turnover have shown a continuous decline, pointing to concerns in financial performance and capital flow within the sector. The findings from hypothesis testing confirm that there is a noticeable shift in the growth pattern over time and that meaningful relationships exist among the selected indicators. Overall, the study highlights that industrial development in Karnataka has progressed in terms of scale, but this has not been matched by improvements in financial outcomes. This underlines the importance of strengthening investment levels, improving efficiency, and enhancing productivity to ensure balanced and sustained industrial progress in the state.

An Analysis of School Administrators’ Motivational Approaches in Educational Leadership

Quennie Lyn G. Almerez — 2026-04-02

The main focus of the study was to determine the extent of motivational approaches of the school administrators in terms of Shared Decision-Making, Goal Setting, and Professional Development. Utilizing non-experimental quantitative research approach and a descriptive correlational design. Quantitative research is defined as a systematic investigation of phenomena by gathering quantifiable data and performing statistical, mathematical, or computational techniques. Descriptive research is defined as a research method that describes the characteristics of the population or phenomenon that is being studied. The study is conducted in Sulop District, located in the Municipality of Sulop, a 3rd class municipality in Davao del Sur. Approximately 17 kilometers from Digos City, the provincial capital, and lies midway between two major growth centers in Mindanao: Davao City (Region XI) and General Santos City (Region XII) during the second semester of school year 2020 - 2021. Convenience sampling was used, involving 100 voluntary teacher participants with informed consent. A validated researcher-made questionnaire with a five-point Likert scale was utilized. Necessary approvals were secured prior to data collection through questionnaire distribution. Data were analyzed using mean and Pearson correlation to determine the extent of practices and relationships between variables. The results showed that school administrators’ motivational approaches were consistently rated using Likert Scale as “often” in shared decision-making (4.02), goal setting (4.05), and professional development (4.10). The study fills the gap in which the data were analyzed using mean and Pearson correlation to determine the extent of practices and relationships between variables. The results showed that school administrators’ motivational approaches were consistently rated using Likert Scale as “often” in shared decision-making (4.02), goal setting (4.05), and professional development (4.10). The findings lead to the conclusion that school administrators frequently practice motivational approaches in educational leadership, particularly in shared decision-making, goal setting, and professional development. This indicates that such strategies are consistently implemented and play a significant role in fostering a supportive and effective school environment.

Parental Perceptions about the Recommendations of NEP 2020 on Inclusion of Differently Abled Students at Secondary School

Subhajit Jana — 2026-04-02

The present research attempted to study the perception of the parents regarding the recommendations of the National Education Policy 2020 on inclusion of the differently abled students at the secondary school level. In particular, the study was meant to assess the magnitude of parental satisfaction with such recommendations, and to explore the parental suggestions on these recommendations to ensure the effective implementation of inclusive education for the differently abled students at the secondary schools. It employed the descriptive survey method with a qualitative approach. The study population was the parents of differently abled students, who were enrolled in the secondary schools of Nadia district that were aided/sponsored by the government of West Bengal, India. The number of participants who were selected was 33 parents through the purposive sampling technique. The collection of data was conducted using structured interview schedule in relation to sixteen key recommendations of NEP 2020 in relation to inclusion of differently abled students at the school level. The responses of the parents were categorized as: satisfied, confused, not satisfied and need modification. Besides that, an overall satisfaction with a rating scale of 10 points was also employed. Data analysis was also performed in the frequency and percent format of data with the thematic analysis of the suggestions given by parents. The results indicated that the majority of the parents expressed positive perceptions toward the recommendations, with a high level of satisfaction for provisions such as home-based care, flexible curriculum, access without barriers, and teacher training. However, comparatively lower satisfaction was observed regarding resource centres, assistive technologies, financial support, and recruitment of special educators. Parents demonstrated a moderate level of satisfaction, indicating partial confidence in the adequacy of the overall sixteen recommendations for inclusion of differently abled students at the secondary schools. Parents’ suggestions for modifications of these sixteen recommendations of NEP 2020 highlighted the need for equity-based opportunities, disability-specific financial support, set-up of school-level resource centres, access to assistive technologies, and accessible learning resources such as learning materials in Braille and sign language-based resources. They also underlined the need for trained teachers, alternative methods of assessment, and recruitment of differently abled teachers as role models.

Lived Experiences of Special Education Teachers on Adaptive Instructional Materials and Assistive Technologies for Learners with Disabilities in Public Elementary School in Bacoor City, Cavite

Marvin David Mesias — 2026-04-03

Policies for inclusive education in the Philippines are evolving, but special education classrooms show that there are still tensions between policy intent and what happens in classrooms. Special educators in public schools in Bacoor City, Cavite, operate in contexts characterized by limited resources, more varied learners, and uneven access to learning, instructional, and adapted materials, as well as assistive technology. This phenomenological study explored the lived experiences of special education teachers in these circumstances as they promote the educational development of disabled learners. The main instrument used was in-depth interviews with six Special Education (SPED) teachers. Thematic analysis was used to surface shared meanings across the different accounts. The findings indicate that adaptive instructional materials and assistive technologies do not function merely as additional support; rather, they are fundamental conditions that shape learner engagement, agency, and participation. Based on the stories teachers told, this study identified the following patterns in teachers’ experiences: access and support, teacher-made inclusion, sustainability challenges, sensory responsiveness, and collaborative practices. The findings revealed some key challenges such as limited resources, self-funding the production of materials, and a limited institutional response. Participants also described context-sensitive strategies and relational practices that maintained inclusive learning despite the systemic limitations. The Messias Colaizzi-Derived Framework of Inclusive Instructional Adaptation, which demonstrates how teacher agency, contextual realities, and adaptive practices interact to sustain inclusive learning environments despite structural restrictions, was established by the study based on these lived experiences. Overall, the results show that meaningful inclusion is implemented through teachers' professional responsiveness and adaptive judgment in classroom settings rather than being exclusively dependent on legislation provision. The study has implications for the Philippines' implementation of inclusive education policy, teacher support systems, and resource planning.

Perception of Teacher Educators towards Proposed Four Year Integrated Teacher Education Programme (ITEP) under Choice Based Credit System

Susanta Rajbanshi — 2026-04-03

Teaching is a novel profession and teachers play important role for development of children. Therefore, teacher education programme is vital for the whole education system. Over the past decades, there have been many reformations in teacher education such as National Council for Teacher Education, National Curriculum Framework for Teacher Education, Justice Verma Commission, which laid the foundation to redesign the Integrated Teacher Education Programme (ITEP). In 21st century, National Education Policy 2020 has taken an initiative of Four Year Integrated Teacher Education Programme. Integrated Teacher Education Programme is an initiative to make professional, skillful and pedagogy enabled teachers at global level. This study aimed to illustrate the features of four year integrated teacher education programme, find out the level of perception of teacher educators, and explore the perception of teacher educators towards integrated teacher education programme with respect to their gender, locality and teaching experience. Descriptive survey method was used to collect the data from 70 teacher educators from Malda district. The 51.1% respondents shows favorable perception and 24.3% respondents’ highly favorable perception and also 18.6% respondents’ unfavorable perception towards ITEP. It also found no significance difference in perception relation to their gender, locality and teaching experience. Overall it concluded that the proposed four year integrated teacher education programme give a novel opportunity to prospective teachers for developing their capacity in different aspects like content knowledge, subject knowledge, pedagogical knowledge and practical experience under a single umbrella.

Laboratory Safety Education in Higher Education: A Five-Dimensional Framework and Institutional Practice

Li Li — 2026-04-04

Background: Training often remains formalistic, access systems are not always linked to actual competence, and responsibilities are dispersed across several departments without strong coordination. Under such conditions, laboratory safety education struggles to form an effective process connecting instruction, practice, assessment, and improvement.

Aims: The present study examines the major limitations of current laboratory safety education in universities, construct a five-dimensional reform framework from an educational perspective, and evaluate its practical value through institutional practice.

Study Design: This study employed a qualitative case-study design supported by document analysis and literature-based review.

Place and Duration of Study: The study was conducted at Jiangsu University, China, based on laboratory safety education reform practices implemented in recent years.

Methodology: The study analyzed policy documents, institutional regulations, and relevant studies on laboratory safety education in higher education. Current problems were examined from five aspects: educational philosophy, training content and methods, institutional responsibility, access and assessment, and safety culture. On this basis, a five-dimensional reform framework was developed, covering educational philosophy, governance structure, curriculum and training, digital platform support, and safety culture. Jiangsu University was selected as a case to illustrate how the framework was applied through layered responsibility, differentiated training, digital governance, and campus-wide safety activities.

Results: The analysis showed that current university laboratory safety education is still constrained by inadequate conceptual integration, homogeneous teaching content, fragmented responsibility, weak alignment between access and competency assessment, and insufficient cultural support. The institutional case indicated that the reform improved both management effectiveness and educational outcomes. Participation in safety-related activities reached 93%, safety violations decreased by 42%, the hazard rectification rate exceeded 98%, access qualification reached 100%, and satisfaction with safety education increased from 72% to 91%.

Conclusion: Laboratory safety should be understood not only as a management issue, but also as an important educational issue in higher education. A reform model centered on philosophy, governance, curriculum, digital support, and culture may help universities establish a more systematic, sustainable, and education-oriented approach to laboratory safety education, although further multi-site research is needed to test the framework across different institutional contexts.

Impact of Cooperative and Competitive Orientation on Student Engagement in Higher Education: The Mediating Role of Self-Efficacy

Nguyen Quy Don — 2026-04-04

Aims: This study aims to examine the impact of cooperative orientation and competitive orientation on student engagement, while also testing the mediating role of self-efficacy within the proposed research model.

Research Design: This study adopts a quantitative research approach using a survey method.

Setting and Time: The study was conducted with university students in Ho Chi Minh City from August to September 2025.

Methods: The sample consisted of 460 university students. Data were collected through a self-report survey and analyzed using SPSS 26.0 and SmartPLS 4.0. The Partial Least Squares Structural Equation Modeling (PLS-SEM) approach was employed to examine the relationships among variables in the research model.

Results: The findings indicate that cooperative orientation has a significant effect on self-efficacy (β = 0.385; p = 0.001) and student engagement (β = 0.284; p = 0.001). In addition, competitive orientation has a significant effect on self-efficacy (β = 0.148; p = 0.001) but does not have a direct effect on student engagement (β = −0.013; p = 0.751). Meanwhile, self-efficacy has a significant positive effect on student engagement (β = 0.496; p = 0.001). The analysis also reveals that self-efficacy mediates the relationship between cooperative orientation and student engagement (β = 0.191, p = 0.001), as well as between competitive orientation and student engagement (β = 0.074, p = 0.001).

Conclusion: Self-efficacy plays a mediating role in the relationships between cooperative orientation, competitive orientation, and student engagement. The findings also suggest that cooperative orientation can enhance student engagement by strengthening self-efficacy, thereby clarifying the psychological mechanism linking individuals’ interaction orientations and student engagement in higher education contexts.

Effectiveness of the Herringbone Seating Arrangement in Improving Classroom Participation among Araling Panlipunan Students

Mei Angeline D. Aquino — 2026-04-04

In Philippine junior high school Economics classes, traditional grid seating arrangements exacerbate student passivity by reinforcing teacher-centered strategies, restricting peer visibility, and minimizing collaborative dialogue on abstract concepts like supply-demand dynamics. Addressing this gap, this quantitative classroom-based action research evaluated the Herringbone Seating Arrangement—wherein chairs are positioned at a 45-degree angle toward the front, tilted slightly to form a V-shape that optimizes lines of sight to the teacher and adjacent peers—aimed to maximize both active participation (e.g., asking/answering questions, discussing lessons) and passive participation (e.g., attentive listening, note-taking) among Grade 9 students in a public laboratory high school. Data were gathered pre-intervention under grid seating and post-intervention after Herringbone implementation, analyzed using descriptive statistics (percentages, means, standard deviations) and paired samples t-test assuming equal variances (significance at p < 0.05). Findings demonstrated substantial improvements: active participation surged from 45% to 78% of students actively engaging, passive participation from 62% to 89% showing sustained focus (paired t-test p = 0.00001), with the arrangement notably enhancing student-teacher interactions and peer discussions during economic analyses. The study concluded that Herringbone seating is highly effective for elevating overall classroom participation in Economics, providing teachers, school administrators, and curriculum developers with evidence-based insights to redesign physical environments, foster interactive pedagogies, and ultimately improve learner outcomes in social studies subjects.

Awareness of Artificial Intelligence among School Teachers for Effective Classroom Learning

T. Ravi Chandran — 2026-04-06

Aims: The study aimed to assess the level of awareness of Artificial Intelligence (AI) among school teachers and to examine its impact on effective classroom learning.

Study Design: Descriptive survey method.

Place and Duration of Study: Selected Government and Private Schools in Tamil Nadu, India, between June 2025 and September 2025.

Methodology: A total of 120 school teachers were selected using simple random sampling. Data were collected using a self-developed Artificial Intelligence Awareness Scale consisting of 30 items, covering knowledge of AI, application in classroom teaching, attitude toward AI, and challenges in implementation. The reliability coefficient of the tool was 0.84. Descriptive statistics (mean) and inferential statistics (independent sample t-test) were applied to analyze the data.

Results: The findings revealed that teachers exhibited a moderate level of AI awareness, with an overall mean score of 62.45. Teachers who received AI-related training demonstrated significantly higher awareness scores (Mean = 68.23) than those without training (Mean = 59.12; P = .01). Male teachers showed higher awareness compared to female teachers (Mean = 63.45 vs. 61.32; P = .03). Additionally, teachers with prior experience in using digital tools had greater AI awareness (Mean = 66.78) compared to those without such exposure (Mean = 59.12; P = .005).

Conclusion: The study concludes that school teachers possess moderate AI awareness. Professional development programs, hands-on training, and policy support are necessary to enhance AI competency. Improving teachers’ awareness and skills in AI integration can foster personalised instruction, promote innovative teaching practices, and improve overall classroom learning outcomes.

Examining Civic Educators’ Conceptualizations of Citizenship and Their Impact on University Students’ Civic Engagement in Zambia

Exsaviour Sakala — 2026-04-06

This study examined how civic educators in selected Zambian universities conceptualized the notion of citizenship and the influence of these conceptualizations on students’ civic engagement. Specifically, it investigated how civic educators understood and defined citizenship, including the foundational principles of civic education, and assessed the impact of their understanding on students’ participation in democratic processes and community initiatives. A qualitative descriptive research design was adopted, as it allowed for an in-depth exploration of educators’ perspectives and students’ experiences. The sample size comprised 156 participants, including: 16 lecturers and 140 student teachers Data were collected through semi-structured interviews, Focus group discussions (FGDs), Classroom observations as well as student participation and interactions related to civic education practices. Thematic data analysis was employed to identify, analyze, and interpret patterns (themes) within the qualitative data. The findings revealed that civic educators’ interpretations of citizenship varied, encompassing rights-based, responsibilities-oriented, and community-centered approaches. These differing perspectives significantly influenced the extent to which students participated in civic activities, including voting, volunteering, and community development initiatives. The study further indicated that students whose educators emphasized active participation and social responsibility were more likely to engage meaningfully in democratic and community processes. Overall, the research underscored the critical role of civic educators in shaping students’ civic attitudes and behaviors. It recommended that higher education institutions strengthen civic education curricula, provide professional development for educators, and create structured opportunities for student engagement in civic and community initiatives to enhance active citizenship and democratic participation.

Public Service Values as Antecedents of Public Service Motivation: The Role of Mode of Entry in Philippine Local Government Units

Maria Lucy R. Cabalit — 2026-04-06

Public Service Motivation (PSM) theory posits that individuals are driven to public institutions by intrinsic, normative, and affective commitments to public interest. While substantial scholarship has examined the outcomes of PSM, less attention has been given to how institutionalized Public Service Values (PSV) function as antecedents of motivational orientation, particularly in decentralized governance systems characterized by diverse mode of entry, career and non-career service. This study investigates (1) the relationship between Public Service Values (PSV) and Public Service Motivation (PSM) (2) whether mode of entry influences value internalization, and (3) whether Public Service Motivation varies across employment mode of entry in Philippine Local Government Units (LGUs). Using survey data from 353 employees, the study employs descriptive statistics, Pearson correlation, and one-way ANOVA. Findings reveal high levels of PSV (M = 3.74) and PSM (M = 3.60). A strong positive relationship was observed between PSV and PSM (r = .683, p < .001), with PSV explaining 46.6% of the variance in motivational orientation. However, no statistically significant differences were found in PSV (F(3,349) = 0.281, p = .839) or PSM (F(3,349) = 0.584, p = .626) across entry appointment categories. The results reinforce the theoretical proposition advanced by James L. Perry and Lois R. Wise that public service motivation is fundamentally value-driven rather than structurally determined. The study contributes to PSM literature by empirically positioning institutionalized values as central motivational antecedents within local governance contexts and offers policy implications for recruitment, training, and organizational culture development.

Community Attitudes towards Inclusion and Empowerment of Children with Disabilities in Bangladesh: A Cross-sectional Quantitative Study

Amitav Kumar Kundu — 2026-04-07

Background: Children with disabilities in Bangladesh continue to face barriers to social participation and inclusive education, many of which are shaped by community knowledge, attitudes, and social norms. Understanding these attitudes is important for designing interventions that promote inclusion and reduce stigma.

Aim: This study examined community attitudes toward children with disabilities in selected areas of Bangladesh, with particular attention to social acceptance, perceived societal treatment, and views on inclusive schooling.

Methods: A cross-sectional quantitative survey was conducted among 476 adult community members residing in selected project intervention areas. Data were collected through face-to-face interviews using a structured questionnaire adapted from UNICEF Knowledge, Attitude, and Practice tools and partner survey instruments. The questionnaire used five-point Likert-scale items across four domains. Data were analyzed using descriptive statistics, including frequencies, percentages, and cross-tabulations.

Results: The findings indicate that community attitudes were mixed and often contradictory. While many respondents expressed acceptance of children with disabilities in less personal social settings, greater reluctance was evident in relation to close social relationships. Approximately 64.1% of respondents agreed or strongly agreed that they did not know enough overall about children with disabilities, while 25.0% agreed or strongly agreed that they felt insecure about how to behave around them. Support for inclusive education was limited: 89.3% disagreed or strongly disagreed that children with disabilities should attend regular schools and regular classes, and 86.3% similarly disagreed that inclusive schooling would help other children learn tolerance and respect for diversity. At the same time, many respondents rejected the view that inclusion is impossible, suggesting that attitudes are not fixed and may be responsive to intervention.

Conclusion: Community attitudes remain an important barrier to the inclusion of children with disabilities in Bangladesh, particularly in relation to close social interaction and inclusive education. Knowledge gaps, discomfort, and entrenched social norms appear to limit support for participation in mainstream settings. These findings suggest the need for targeted awareness initiatives, stronger community engagement, and greater advocacy and institutional support for inclusive education.

From Job Satisfaction to Well-being: The Sequential Roles of Resilience and Meaningful Work among Indian Educators

Hureen Wasifa Siddiqui — 2026-04-07

While teaching is a noble profession, it brings challenges that require educators to protect their well-being to contribute productively to the field. Although previous research has explored educators’ well-being, the interplay among job satisfaction, resilience, and meaningful work is scarcely studied. Our research addresses this gap by primarily examining whether resilience and meaningful work together mediate the relationship between job satisfaction and subjective well-being. We administered standardised tools to 218 Indian educators (school teachers to university academics) to measure their job satisfaction, well-being, resilience, and meaningful work. Using the Hayes Process Macro Model 6 for serial mediation, we analysed the data with SPSS (v. 26). The results indicated significant direct effects between job satisfaction, resilience, work meaning, and subjective well-being. After preparing the soft copies of the study’s questionnaires in Google Forms, they were shared with numerous academic groups with prior permission from the authorities of the concerned schools, colleges, and higher education institutions. The sample included educators from schools to universities to achieve a more comprehensive representation of Indian educators. Importantly, the indirect effect of job satisfaction on subjective well-being through resilience alone was not significant. Conversely, the indirect effect through meaningful work alone was significant. Moreover, the serial indirect effect—where job satisfaction affects resilience, which then influences meaningful work and, in turn, subjective well-being—was also significant. This demonstrates that while resilience alone does not mediate the relationship, resilience and meaningful work together provide complementary, partial mediation. These findings suggest that educational institutions can enhance educator well-being by fostering resilience and meaningful work. However, the study’s findings are limited to Indian educators, with a majority of participants from South India.

Examining the Relationship between Emotional Intelligence and Academic Achievement among Secondary School Students

R. Krishna Moorthy — 2026-04-07

Emotional intelligence forms a key component of social intelligence, encompassing the ability to recognize, understand, and manage one’s own emotions and those of others. In today’s fast-changing and competitive world, adolescents face increasing emotional and social challenges that require them to regulate their feelings and behaviors effectively. The present study aims to examine the relationship between emotional intelligence and academic achievement among secondary school students. A sample of 616 students was selected using a stratified random sampling technique. Data were collected through the Emotional Intelligence Inventory developed by Mangal and Mangal. Statistical tools such as Mean, Standard Deviation, and t-test were applied for data analysis. The findings revealed a significant difference in emotional intelligence between male and female students, while no significant difference was found concerning the medium of instruction. Furthermore, a positive and significant correlation was observed between emotional intelligence and academic achievement.

Instructional Leadership of School Heads and Productive Learning Atmosphere of Public Elementary Schools

Quennie Lyn G. Almerez — 2026-04-07

Instructional leadership, in contrast to traditional administrative functions, is fundamentally oriented toward the improvement of teaching and learning processes. School leaders who adopt an instructional leadership stance prioritize curriculum coherence, teacher development, and evidence-based instructional supervision. This study examined the significance of the relationship between instructional leadership indices of school heads and a productive learning atmosphere. Employing a non-experimental quantitative approach with a descriptive-correlational design, data were collected from teachers in Sulop District, Davao del Sur, during the second semester of School Year 2020–2021. A convenience sampling technique was used, including only teachers who voluntarily participated and provided informed consent. Data were gathered through a validated researcher-made questionnaire utilizing a five-point Likert scale. Statistical tools such as mean and Pearson correlation were applied to analyze the extent of leadership practices and their relationship with learning environment indicators. The findings revealed that instructional leadership is moderately correlated with a productive learning atmosphere. School activities showed a high correlation, while learning centers had moderate correlation, and student interactions reflected low correlation. Classroom layout showed no significant relationship. Moreover, instructional leadership indicators—assessment, program development, instructional improvement, and supervision—significantly influenced the learning atmosphere. All results were statistically significant at the 0.05 level, leading to the rejection of the null hypothesis.

Effectiveness of Play-Based Approach in Teaching Araling Panlipunan 4 at Hebrio Lourdes Elementary School, Pasacao, Camarines Sur

Dela Cruz, Ella Mae — 2026-04-08

This study examined the effectiveness of play-based approaches in teaching Araling Panlipunan 4 at Hebrio Lourdes Elementary School, Pasacao, Camarines Sur. It described teachers’ demographic profiles, identified commonly used play-based strategies, and assessed their impact on students’ academic performance, engagement, and motivation, as well as the challenges encountered in implementation. Using a descriptive research design, data were collected through a survey questionnaire and analyzed using percentage and weighted mean.

Findings revealed that teachers were mostly young, female, and early in their teaching careers, with many holding postgraduate degrees. Frequently used strategies included traditional Filipino games, dramatic play, and digital tools. Results showed that play-based approaches were highly effective in improving students’ academic performance, retention, engagement, and motivation, consistent with studies emphasizing the role of play in enhancing cognitive, social, and motivational development. Teacher and parental support further strengthened learning outcomes.

Despite challenges such as limited resources, time constraints, and insufficient training, teachers perceived play-based learning as highly effective overall. The study concludes that play-based approaches significantly enhance learning in Araling Panlipunan and recommends continuous teacher training, monitoring, and support to sustain effective implementation.

From Idealization to Reality: Neophyte Teachers’ Lived Experiences in Actual Classrooms

John Del C. Yunting — 2026-04-10

Background: The transition experiences of neophyte teachers may also be shaped by the local institutional and cultural context; thus, these factors warrant focused exploration. This study underscores the need to investigate how these teachers’ expectations align or conflict with classroom realities, the strategies they employ to address challenges, and how such experiences influence their identity formation and professional development.

Aims: This study explored the lived experiences of neophyte teachers in their transition from practice teaching to actual classroom responsibilities. Specifically, it examined their expectations before entering the profession, the challenges they encountered, the coping mechanisms and strategies they employed, and the insights and realizations they derived from these experiences.

Study Design: This study utilized a qualitative phenomenological research design.

Place and Duration of Study: The study was conducted in a private sectarian school in Dipolog City, Zamboanga del Norte, Philippines, during School Year 2025–2026, with particular focus on the first three months of the school year as the critical transition period.

Methodology: Purposive sampling was used to select seven neophyte teachers who were in their first teaching job and first school assignment after passing the Licensure Examination for Teachers (LET), were under probationary status, had less than three years of teaching experience, and had taught in the institution for at least three months. Data were gathered through semi-structured in-depth interviews anchored on the statement of the problem and Schlossberg’s Transition Theory. The interview guide underwent expert validation and pilot testing prior to actual data collection. Data were analyzed using thematic analysis to identify recurring meanings, patterns, and themes in the participants’ lived experiences.

Results: Findings revealed that participants entered teaching with idealized expectations of manageable responsibilities, supportive school conditions, and positive classroom experiences. However, actual classroom work brought reality shock characterized by learner diversity, classroom management difficulties, heavier workload, performance pressures, limited instructional guidance, and context-specific institutional demands. To cope, participants relied on collegial and family support, time and task management, lifestyle adjustments, emotional regulation, and personal perseverance. Over time, these experiences led them to normalize the demands of teaching, align themselves with institutional realities, strengthen resilience, and develop a deeper learner-centered sense of professional purpose.

Conclusion: The study concludes that the transition from practice teaching to actual classroom responsibility is both challenging and developmental, requiring adaptive coping, meaningful support, and reflective meaning-making.

Understandıng Statıstıcs and Probabılıty through the Normal Curve Slıder: A Qualıtatıve Investıgatıon

Joel C. Patiño Jr. — 2026-04-10

Essential components of any educational setting are instructional materials. They improve the teaching-learning process as a whole. The purpose of this investigation was to cultivate a better understanding of how the normal curve slider has helped students of statistics and probability acquire knowledge and skills pertaining to normal distribution. A sample of nine participants from Notre Dame Village National High School's Humanities and Social Sciences department were subjected to a three-week intervention of utilizing the smaller and bigger normal curve sliders before the COVID-19 outbreak began. Through the use of in-depth, one-on-one interviews, a qualitative approach based on phenomenology was implemented. The results of the study showed that students had a positive attitude towards the use of innovative instructional materials and that they regard their utilization as successful. From differentiating properties to locating areas under a normal curve, the slider helped the understanding of the normal curve competencies. More participants appreciated its usage, while there were few issues faced when using it. Even with students in senior high school, using manipulatives such as innovative instructional materials, can greatly improve their motivation and the outcomes of their learning.

Understanding Teachers’ Experiences in Supporting Learners with Special Educational Needs: Towards the Development of an ABA-Embedded Curriculum

Rayvin D. Pestaño — 2026-04-10

The global shift toward inclusive education has emphasized the importance of providing equitable and high-quality learning opportunities for all learners, particularly those with special educational needs (SEN). This study explored the lived experiences of six public school teachers in self-contained classrooms to inform the development of an Applied Behavior Analysis (ABA)-embedded curriculum. Using a qualitative phenomenological design, data were collected through semi-structured interviews and analyzed following Clark and Braun’s thematic analysis framework. Findings revealed that teachers employ highly individualized and structured instructional practices, integrating behavior-based strategies such as positive reinforcement, task analysis, and prompting within daily routines. These strategies, while effective, were often applied informally and depended largely on teachers’ experience and adaptive problem-solving skills. Participants identified key challenges including diverse learner needs, behavioral complexities, limited instructional materials, insufficient training in ABA, and time constraints. Facilitating factors such as peer collaboration, administrative support, and prior professional experience were found to enhance teachers’ capacity to implement behavior-based strategies effectively. Importantly, teachers emphasized the need for a structured ABA-embedded curriculum that integrates reinforcement techniques, step-by-step instructional guides, and data-based monitoring tools aligned with learners’ individualized goals. The study underscores that grounding curriculum development in teachers’ practical experiences can bridge the gap between theory and classroom practice, promoting consistency, enhancing skill acquisition, and improving inclusive and special education outcomes. These insights provide a foundation for designing teacher-centered, evidence-informed instructional frameworks for learners with SEN.

Sport Mental Toughness and Goal Setting as Determinants of Sports Performance Perception among College Student-Athletes

Glezyl P. Julieto — 2026-04-11

Student-athletes perceived their sports performance poorly. There are declines in perceptions of sports performance, a universal problem among athletes across sports and at all levels of competition. This study examined the role of sport mental toughness and goal setting as fundamental domains in shaping athletes’ sports performance perception. The study was conducted using a diagnostic research design, selecting 117 respondents from three higher education institutions (HEIs) in Davao City through proportionate stratified random sampling. Descriptive statistics, including mean and standard deviation, were used to assess the levels of the variables. Pearson Product-Moment Correlation was applied to determine the relationships among sport mental toughness, goal setting, and sports performance perception. Furthermore, multiple regression analysis was utilised to evaluate the individual and combined effects of the independent variables on sports performance perception. Findings revealed that sport mental toughness (M = 3.45, SD = 0.41), goal setting (M = 3.55, SD = 0.41), and sports performance perception (M = 3.47, SD = 0.66) were all rated at a very high level, indicating highly positive and consistent responses among respondents. Correlation analysis showed that both sport mental toughness (r = 0.710, p < 0.05) and goal setting (r = 0.681, p < 0.05) had statistically significant relationships with sports performance perception. Regression analysis further revealed that sport mental toughness (β = 0.460, p < 0.05) and goal setting (β = 0.307, p < 0.05) significantly influenced sports performance perception. Sport mental toughness emerged as the stronger independent predictor. It was ascertained that the factors combined significantly contribute 53.6% to sports performance perception. Overall, the findings highlight that both sport mental toughness and goal setting play significant roles in shaping student-athletes’ perceptions of their performance, with mental toughness demonstrating a more pronounced individual impact while both variables jointly contribute meaningfully to performance outcomes. Future research may explore the domain of relatedness to see if it explains the remaining 46.4% of unexplained variance in sports performance perception.

English Language Apprehension among Student Interns: Triggerring Activities, Perceived Causes, and Coping Mechanisms in Clinical Settings

Fatima Grace R. Albano — 2026-04-11

Background: Coping mechanisms refer to the deliberate or instinctive strategies that interns adopt to navigate and reduce this apprehension within the clinical setting. Together, these three variables provide a comprehensive yet focused lens through which the phenomenon of English language apprehension can be understood — not merely as a problem to be diagnosed, but as a lived experience that nursing student interns actively confront and respond to in the course of their clinical training.

Aim: This study aimed to examine English language apprehension among nursing student interns in clinical settings by identifying the clinical learning activities that trigger apprehension, the perceived causes underlying it, and the coping mechanisms employed to manage it.

Study Design: A qualitative descriptive research design was employed to capture the lived experiences of nursing student interns.

Place and Duration of Study: The study was conducted at a private higher education institution in Laoag City, Ilocos Norte, Philippines, during the academic year 2025–2026.

Methodology: A total of 10–15 fourth-year nursing student interns were selected through purposive sampling based on self-reported English language apprehension in clinical contexts. Data were collected using a validated researcher-developed survey questionnaire and a semi-structured interview guide. The instruments elicited information on triggering clinical activities, perceived causes, and coping mechanisms. Qualitative data were subjected to thematic analysis to identify recurrent patterns and salient categories grounded in participants’ narratives.

Results: English language apprehension was predominantly triggered by high-stakes communicative tasks, including patient interviews, case presentations, clinical documentation, and interactions with clinical instructors. The most salient perceived causes were limited exposure to English in authentic clinical communication, fear of linguistic errors in evaluative settings, diminished self-confidence, and the pressure inherent in high-risk clinical environments. Participants demonstrated adaptive and maladaptive coping strategies, including deliberate self-practice, cognitive preparation, reliance on peer support, and selective avoidance of communicative situations.

Conclusion: English language apprehension constitutes a critical barrier to effective clinical communication among nursing student interns. The findings underscore the need for context-specific language support and communication training integrated within clinical education to strengthen communicative competence, enhance patient safety, and support professional readiness in nursing practice.

Effect of Blended Learning Strategy on Achievement in Biology of Students at Secondary Level

A. Sarala — 2026-04-13

Blended learning is an instructional approach that combines face-to-face classroom teaching with digital and online learning experiences, while lecture-based classroom teaching primarily relies on direct instruction without technology integration. The present study aimed to examine the effect of a blended learning strategy on the academic achievement of secondary school students in Biology. A quasi-experimental method was adopted using a pre-test and post-test non-equivalent group design. The sample consisted of 60 secondary-level students, with 30 students in the experimental group and 30 in the control group. The experimental group was taught through a blended learning strategy incorporating digital learning activities, whereas the control group was taught using lecture-based classroom teaching. Data were analyzed using descriptive statistics and t-test analysis. The results indicated a significant difference between the post-test scores of the experimental and control groups (t = 12.26, p < 0.05), with the experimental group showing higher achievement (Mean = 66.93) compared to the control group (Mean = 55.23). The effect size was also higher for the experimental group, indicating a strong impact of the intervention. The findings suggest that blended learning is an effective instructional strategy for improving students’ academic achievement in Biology at the secondary level.

Improving Student Participation in Class: An Action Research Study at Bayta Primary School, Bhutan

Tshering Dorji — 2026-04-14

Aims: This Action Research investigated the factors affecting students' participation in learning in classroom. It examined the impact of various factors, including the 'teacher factor,' 'subject factor,' and 'environmental factor,' on student motivation to promote participatory learning.

Study Design: Action Research.

Place and Duration of Study: Bayta Primary School Wangdue Phodrang, Bhutan, between April 2025 and June 2025.

Methodology: The research comprised pre- and post-intervention stages strategically designed to address challenges related to student participation and foster active engagement. Five weeks of intervention was sandwiched between pre- and post-intervention stages, which focused on teacher affirmations and creating a student-friendly learning environment. A total of 35 students participated in this action research cycle.

Results: The results indicated that over 80% of students believed that enhanced participation had a positive impact on their learning. Looking ahead, more than 69% expressed a commitment to increased participation in future classes, suggesting sustained positive changes in their attitude towards active engagement.

Conclusion: The findings underscore the importance of a nuanced approach, recognizing students as dynamic individuals who respond positively to the dedication and engagement of their teachers. Findings from this study contributes to the global literature about student participation in learning from a Bhutanese context, provides insights to the teachers and creates a niche for future researchers in Bhutanese schools.

Effect of the Think–pair–share Instructional Strategy on Students’ Achievement and Interest in Chemical Bonding among Senior Secondary School Students in Minna Metropolis, Nigeria

Mohammed Shehu — 2026-04-14

Students’ achievement in chemistry reflects the extent to which instructional objectives are attained and is often used as a measure of teaching effectiveness. However, evidence from recent studies shows that students’ performance in chemistry continues to be unsatisfactory, especially when conventional teaching methods dominate classroom practice. The study examined the effect of the Think–Pair–Share instructional strategy on students’ achievement and interest in Chemical Bonding among senior secondary school students in Minna Metropolis. Two research questions were posed, and two null hypotheses were formulated and tested at the 0.05 level of significance. A quasi-experimental research design was adopted, specifically a non-randomised pretest–posttest control group design. The sample comprised 120 Senior Secondary School II students selected from two co-educational public secondary schools using a purposive sampling technique. Participants were assigned to either an experimental group, which received instruction through the Think–Pair–Share strategy, or a control group, which was taught using the conventional lecture method. Data were collected using the Chemical Bonding Achievement Test (CBAT) and the Chemical Bonding Interest Inventory (CBII). Both instruments were subjected to expert validation and were found to be reliable. Descriptive statistics, including mean and standard deviation, were employed to address the research questions, while the independent samples t-test was used to test the hypotheses at the 0.05 level of significance. The findings indicated that students exposed to the Think–Pair–Share instructional strategy achieved higher mean scores in both achievement and interest compared to their counterparts taught using the conventional method. Furthermore, the results revealed statistically significant differences in both achievement and interest in favour of the experimental group. The study concluded that the Think–Pair–Share instructional strategy is more effective in enhancing students’ achievement and interest in Chemical Bonding. Consequently, it was recommended that chemistry teachers adopt this strategy to improve students’ learning outcomes, and that educational stakeholders promote the integration of interactive, student-centred instructional approaches in secondary schools.

Exploring the Link between Child Abuse, Domestic Violence, and Suicidality among Secondary School Students

Bede Chinonye Akpunne — 2026-04-14

Aims: Suicide among adolescents is a rising public health concern, particularly in Nigeria, where cultural stigma and under-reporting make the true burden difficult to estimate. This study examined the association between child abuse, domestic violence and suicidality among secondary school students in Osun State, Southwestern Nigeria, and explored the contribution of selected sociodemographic variables to suicidal ideation in this population.

Study Design: Using a cross-sectional research design, the study investigated how experiences of child abuse and domestic violence are related to levels of suicidality in a school-based sample of adolescents.

Place and Duration of Study: The study was conducted in selected public and private secondary schools in Osun State, Nigeria, and coordinated by the Department of Psychology, Redeemer’s University, between August 2024 and February 2025.

Methodology: Data was collected from 300 students, [male 143(47.7%) and females 157(52.3%)], Data were collected from 300 students [143 males (47.7%) and 157 females (52.3%)] whose ages ranged between 10 and 20 years (Mean age = 14.1 ± 1.5 years). A multi-stage sampling procedure was used to select four secondary schools, from which participants were drawn using proportionate sampling. Self-administered questionnaires were used to obtain information on suicidality, child abuse and domestic violence, including the Suicidal Ideation Scale and the Childhood Trauma Questionnaire.

Results: A substantial proportion of students reported clinically concerning levels of suicidality, with nearly half falling in the moderate-to-high risk categories. Child abuse and domestic violence were both positively associated with suicidality, and together they significantly predicted suicidal ideation in the regression model, explaining a large proportion of the variance (R² ≈ 0.68). Child abuse showed a stronger association with suicidality (β ≈ 0.59, p < .01) than domestic violence (β ≈ 0.30, p < .01). In contrast, most sociodemographic variables made only modest additional contributions, and the correlation between age and suicidal ideation was not significant.

Conclusion: The findings indicate that experiences of child abuse and domestic violence are strongly associated with higher levels of suicidality among secondary school students in Osun State. These results underscore the urgent need for school- and community-based interventions that prevent child maltreatment and domestic violence, improve early identification of at-risk adolescents, and enhance access to age-appropriate mental health support and counselling services in order to protect young people and promote their psychological well-being.

Exploring Fundamental Constructs of a Teacher as Counsellor: A Case of New Delhi-NCR, India

Rekha Rani — 2026-04-17

Aim: The National Education Policy (NEP 2020) India, recognizes the importance of guidance and counselling in fostering student’s well-being and holistic development in schools. Policy also emphasizes that teachers are the guide and philosophers, endowed with potentialities of counsellor to help and facilitates personal growth and positive changes through self-understanding among students. This study aimed to develop a survey instrument by exploring the key constructs viz factors on which teachers provide guidance and counselling support to students in schools.

Methodology: Data were collected through self-developed survey instrument using Google Form from 626 school teachers (male n=342 [54.63%] and female n=284 [45.36%]). Purposive sampling method was used for data collection. Participants were teachers from public and private schools in Delhi-NCR.

Statistical Analysis: Exploratory Factor Analysis (EFA) technique was applied to identify key constructs underlying the survey instrument to explore teachers’ role as counselors in schools. Kaiser-Meyer-Olkin measure of sampling adequacy and Bartlett’s test of Sphericity were used to assess the factorability of the data. To determine the number of factors to be extracted, Kaiser’s Criterion and Scree Test were examined. Varimax orthogonal factor rotation method was applied to minimize the number of variables that have high loadings on each factor. Reliability (Internal Consistency) and Convergent validity were also confirmed of the survey instrument.

Results: Findings indicated the four key constructs of teachers as counsellors i.e., (i) communication with stakeholder, (ii) boosting self-confidence and decision-making skills, (iii) assisting in academic, social and emotional issues and (iv) information dissemination among stakeholders.

Conclusion and Future Implications: The study concludes that there are four key constructs on which teachers function as counsellors in schools. The findings provide insight to educators, teachers, counsellors, administrators and policy makers with the valuable information that teachers can be orient and capacitate on these significant dimensions to assist the learners in socio-emotional and academic concerns in their school journey.

Unraveling the Multidimensional Mechanism of College Students' Satisfaction with AI-Assisted Courses: A Structural Equation Modeling Approach

Xiaoqing Lin — 2026-04-17

Artificial Intelligence (AI) has deeply penetrated the entire process of higher education, and the satisfaction of college students with artificial intelligence in courses is crucial. Currently, the mechanisms influencing university students' satisfaction with the application of Homo sapiens artificial intelligence in courses remain unclear. This study focuses on the artificial intelligence scenario of higher education courses, and conducts an empirical analysis of student satisfaction data(N=462) through structural equation model (SEM). In this study, we constructs a three-dimensional influence mechanism model including learning effectiveness, technical functionality and innovation, content accuracy and credibility. The research results indicate that: three dimensions all significantly positively affect student satisfaction, but there are obvious differences in the intensity and mechanism of the curriculum. Content accuracy is the core evaluation criterion (standardized path coefficients is 0.54), and the problem of knowledge illusion needs to be solved through the construction of discipline corpus and adversarial training mechanism. Learning efficiency is the key driving force, and AI emotional support systems trigger interest conversion through emotional regulation, but we need to be wary of the deprivation of control caused by algorithm black boxes. Technological innovation needs to be guided by content form innovation, enterprises should optimize multi-modal generation capabilities, and teachers need to reconstruct personalized teaching design. This study provides theoretical support and practical path for improving the reliability and satisfaction optimization of AI education applications.

Economic Challenges Faced by Families of Children with Cerebral Palsy: A Developmental Social Work Perspective

Thabang John Mtimcolo Hloele — 2026-04-18

Mokhotlong is one of Lesotho’s districts with considerable hard-to-reach areas, constrained access to healthcare and minimal employment opportunities. Possibilities for developmental social work in childhood disability issues are empirically under-explored. The objective of this study was therefore to examine economic challenges faced by families of children with cerebral palsy in Mokhotlong Lesotho from a developmental social work perspective. This qualitative study collected data using unstructured in-depth face-to-face interviews from a snowball sample of 12 carers of children with cerebral palsy and two key informants. It subsequently analysed the data though thematic content analysis.

Carers of children with cerebral palsy, most of whom were responsible for entire families’ economic wellbeing, forwent employment opportunities on account of care responsibilities and faced difficulty securing childcare. Carers also paid up to M450 (US$26.47) a month in transport fare to access healthcare. Families represented in the study also reportedly incurred debt beyond their apparent means. The study hence recommends disability-specificity of Lesotho’s disability grant as well as a developmental social work approach to promote economic self-reliance of carers of children with cerebral palsy and Mokhotlong as a whole.

Academic Stress among Public Secondary School Students During the Covid-19 Pandemic: Evidence from Chittoor District, India

Didla Ratnamala — 2026-04-18

Learning is a natural phenomenon. It is a continuous process. School learning helps student “how to learn.”. School learning depends on three domains namely, Cognitive domain, Affective domain and Psychomotor domain. The present study examines the Academic Stress of 10^th class students among Public Secondary Schools Amid Covid-19 pandemic period. The objectives was to examine the academic stress of 10^th class students with regard to Gender, locality, caste and parent education. A sample of 281 students was selected. The study followed simple random sampling method. The collected data were analysed and the results were interpreted by using statistical techniques like Mean, SD, t-test and f-test. boys were found having significantly higher academic stress than the girls, rural students were found having significantly higher academic stress than the urban students, scheduled caste and scheduled tribe students were found to have significantly higher academic stress than the OC and BC students, the students belonging to illiterate families were found to have significantly high academic stress than the other counterparts. Teachers should follow the micro-to-macro teaching method (TLM) to explain the lessons.

Needs Analysis for an Interdisciplinary Electronic Student Worksheet: Integrating Smart Risk-taking Behavior and Science Process Skills in Chemistry Learning

Khotimatun Nisak — 2026-04-18

This preliminary study aims to examine the need for the creation of an interdisciplinary electronic student worksheet (e-LKPD/Electronic Lembar Kerja Peserta Didik) that combines multiple representations to improve Smart Risk-Taking Behavior (SRTB) and Science Process Skills (SPS) in the acid-base context. This paper specifically outlines the needs analysis conducted prior to the design and development of the product. The study employed a qualitative descriptive approach to explore students’ and teachers’ needs and perspectives. The study was conducted in a public high school during the 2025/2026 academic year, with 31 students and 23 chemistry teachers participating. Information was collected through structured survey questionnaires and open-ended questions for students and teachers that focused on learning and teaching experiences, the application of multiple representations, Science Process Skills, Smart Risk-Taking Behavior, confidence in sharing views, openness to adopting new methods, and expectations regarding the interdisciplinary e-LKPD. Data were analyzed using descriptive qualitative techniques, supported by percentage-based data to strengthen interpretation. The findings indicated that although all students reported interest in chemistry, 22.6% had difficulty understanding the material, and 38.7% had not fully participated in laboratory exercises. More than 80% of students were hesitant in expressing their opinions and taking academic risks. In addition, 90.3% of students expressed significant interest in digital interactive e-LKPD that would combine videos, images, and real-world activities. From the teacher's perspective, 65.2% had not systematically integrated interdisciplinary learning, and 95.6% agreed on the importance of creating interdisciplinary e-LKPD based on multiple representations. These results highlight the urgent need to design well-structured and contextually relevant e-LKPD to improve students' SRTB and SPS in chemistry education.

Institutional Climate and Its Impact on Academic Achievement of Secondary School Students in Lakshadweep

C. G. Mohammed Yaseen — 2026-04-18

Institutional climate, which includes the norms, values, relationships, and organisational practices within a school, significantly influences students’ learning experiences. Despite extensive research highlighting the importance of institutional climate in influencing students’ academic achievement and overall development, there remains a significant gap in context-specific studies, particularly in geographically isolated regions like Lakshadweep. The present study examines the relationship between institutional climate and academic achievement among secondary school students in Lakshadweep. Institutional climate refers to the overall environment of the school, including interpersonal relationships, infrastructure, teaching practices, and administrative support. A descriptive survey method was adopted, and a sample of 120 students was selected using simple random sampling. Data were collected using a self-constructed Institutional Climate Scale and academic achievement scores from school records. Statistical techniques such as mean, standard deviation, t-test, and Pearson correlation were employed. The findings reveal a significant positive relationship between institutional climate and academic achievement. The results revealed that the majority of students experience a moderate level of institutional climate (53.3%) and academic achievement (58.3%), indicating average school environment conditions and performance levels. The mean scores further confirmed that both institutional climate (M = 102.45, SD = 15.32) and academic achievement (M = 58.76, SD = 12.48) are at moderate levels. A strong positive correlation (r = 0.68) was found between institutional climate and academic achievement, which was significant at the 0.01 level, suggesting that a better school environment leads to improved student performance. The study emphasises the importance of creating a supportive and positive school climate to enhance student performance. The study concludes that enhancing institutional climate is essential for improving academic achievement and promoting the overall development of students. The findings provide valuable insights for educators, administrators, and policymakers to create positive school environments that support effective learning.

Exploring Mathematical Epistemology of Grade 6 Students in Validating the Sum of Two Odd, Two Even, and Combination of Even and Odd Numbers

Ainah S. Panoroganan-Tantao — 2026-04-20

To achieve a better understanding and performance from the elementary students in Mathematics, this study investigates on their epistemic reasoning patterns when dealing with the parity of the sum of odd and even numbers. Thus, this research study aims to present how elementary students think and reason out when they are learning basic concepts in mathematics which makes it important to the scientific community. It also provides proof on how Grade 6 learners explore the patterns and test ideas which leads them in drawing conclusions on even and odd numbers. This adds to new knowledge about the mathematical thinking ability of learners most especially at the elementary level where there are still few studies conducted. Respondents are from one of the public schools in a certain rural area in the Philippines which entails that students’ knowledge is limited only on what their teacher taught in class and majority of them in terms of academic performance belongs to average level. Data were collected from 30 students through a five-item open-ended questionnaire designed to prompt practical and formal reasoning about parity of the sum of odd and even numbers. This study employs a qualitative research design. Written responses of the participants were analyzed using thematic analysis and classified according to mathematical epistemic reasoning. Practical epistemic reasoning highlights the process of inquiry and validation of mathematical concepts such as establishing mathematical idea through testing, observing, and verifying results while formal epistemic reasoning highlights on constructing valid arguments and generalization following certain rules and established mathematical ideas. The result of this study generally implies that elementary school students’ reasoning regarding the parity of the sum of even and odd numbers highlights on how learners shift from simple pattern recognition to operational understanding and formal justification. Finally, the findings of the manuscript may provide help among individuals in improving teaching strategies in understanding, reasoning, and active learning in mathematical concepts.

The Relationship between Market Competition and Sellers Performance among Merchandising Businesses in Cateel, Davao Oriental

Sherilyn Baintin — 2026-04-22

This study investigates the relationship between market competition and sellers’ performance among merchandising businesses in Cateel, Davao Oriental. Using a quantitative-correlational design, it examined how the number of competitors, market share, pricing strategies, and product differentiation influence sellers’ performance, measured in terms of strategies, sales revenue, profits earned, and customer satisfaction. A survey was conducted among 236 merchandising businesses through quota sampling. Findings revealed a very high level of market competition (overall mean = 4.36) and sellers’ performance (overall mean = 4.42). Pearson correlation analysis showed a moderate but significant relationship between overall market competition and sellers’ performance (r = 0.637, p < 0.05). The number of competitors and market share displayed weak to moderately significant correlations, while pricing strategies and product differentiation indicated weak but significant associations. These results suggest that competitive pressures encourage businesses to adopt innovative approaches to sustain performance and competitiveness.

Adult Learners’ Attitudes toward Digital Learning in Non-formal Education Settings

Benjamin P. Ittoop — 2026-04-22

The present study investigates the attitude of adult learners enrolled in non-formal education towards technology-enabled learning, with specific reference to demographic variables such as gender, age, mobile usage, and working status. The study employed a normative survey method. A sample of 120 adult learners was selected through simple random sampling from non-formal education centers. A self-constructed Attitude towards Technology-Enabled Learning Scale consisting of 25 items on a five-point Likert scale was used for data collection. The collected data were analyzed using mean, standard deviation, and independent samples t-test. The findings revealed that adult learners exhibit a moderately positive attitude towards technology-enabled learning. While gender and working status did not significantly influence attitudes, significant differences were observed with respect to age and mobile usage.

The study highlights the critical role of digital exposure and access in shaping learners’ attitudes and emphasizes the need for targeted interventions to enhance technology integration in non-formal education.

The Relationship between Compensation and Job Performance among Health Workers in Cateel, Davao Oriental

Kricia L. Baya-on — 2026-04-22

This study examined the relationship between compensation and job performance among health workers in Cateel, Davao Oriental. Specifically, it assessed compensation in terms of rewards, benefits, and incentives, and their influence on job performance. A quantitative descriptive-correlational design was employed, involving 42 health workers. Results revealed that compensation levels were generally high, with rewards (M=4.12) and benefits (M=4.11) rated higher than incentives (M=3.66). Job performance was rated very high (M=4.40). Correlation analysis showed that rewards had a strong positive relationship with job performance (r=0.73), followed by benefits (r=0.61) and incentives (r=0.42). Regression analysis indicated that only rewards significantly predicted job performance. The findings suggest that strengthening reward systems can enhance employee performance. The study provides practical insights for improving compensation strategies in rural healthcare settings.

A Preview on the Relational Leadership of School Heads

Josiah A. Abao — 2026-04-22

This study examined how school heads build and sustain relationships with teachers in secondary schools, guided by Relational Leadership Theory and Leader Member Exchange (LMX) Theory. It sought to explore the lived experiences of teachers, the strategies used by school heads, and the insights gained from these interactions in shaping professional relationships within the school setting. Anchored in a constructivist and qualitative research paradigm, the study employed a phenomenological design to capture and understand the meanings teachers assign to their interactions with school leaders. Eight purposively selected Junior High School teachers participated in in-depth interviews and a focus group discussion using a validated semi-structured interview guide to ensure consistency and depth in data collection. Data was collected through audio-recorded interviews and analyzed using thematic analysis, with the researcher maintaining reflexivity throughout the process to ensure accurate and unbiased interpretation. Trustworthiness was ensured through credibility, transferability, dependability, and confirmability. Findings revealed that trust building, empathy, open communication, and supportive leadership practices strengthen teacher relationships and enhance motivation, commitment, and collaboration. The study underscored the importance of relational competence in school leadership and recommended leadership development initiatives and future research across varied educational contexts to further strengthen leadership practices.

Impact of Outcome-based Health Education Package on Health Awareness of Secondary School Students

K. P. Sadhik Ali — 2026-04-22

Health awareness is essential for developing healthy habits and preventing diseases among adolescents. Schools serve as an effective platform for promoting health awareness, as they reach a large population of young individuals in a structured learning environment. Despite growing awareness about adolescent health issues and the recognised importance of school-based health education, there is a lack of effective implementation of outcome-based, interactive health education programs in secondary schools that bridge the gap between knowledge and real-life health practices. The present study aimed to examine the effectiveness of an outcome-based health education package on the health awareness of secondary school students. An experimental method with a pre-test and post-test control group design was adopted. The sample consisted of 50 students (25 in the experimental group and 25 in the control group). The collected data were analysed using descriptive statistics (mean and standard deviation) and inferential statistics (t-test) to determine the significance of differences within and between groups. The experimental group was exposed to the outcome-based health education package, while the control group was taught through conventional methods. The results revealed a significant improvement in health awareness among students in the experimental group compared to the control group. The control group demonstrated a significant increase in post-test scores, suggesting that traditional teaching methods have a positive impact on students’ health awareness. In contrast, the experimental group exhibited a highly significant improvement, indicating a greater gain in health awareness due to the outcome-based health education package. Further analysis showed a significant difference between the post-test scores of the two groups, with the experimental group outperforming the control group. The study concludes that the outcome-based health education package is effective in enhancing health awareness.

Salary Suspension, Query Letters, and Teacher Anxiety in Crisis-Stricken North West Region, Cameroon

Gertrude Nabum Nji — 2026-04-22

During the Anglophone crisis in Cameroon’s North West Region between 2016 and 2025, administrative sanctions meant to ensure school functionality instead triggered a secondary crisis: a collapse in teacher mental health. This study revealed that measures intended as discipline had effectively become "psychological weapons" against teachers. Using a mixed-method approach which includes surveys of 390 teachers and 10 principals of secondary schools using a structured questionnaire and an interview respectively, researchers analyzed how salary suspensions and query letters fuel professional anxiety. The findings are stark: 63.6% of teachers identified salary suspension as a primary driver of distress, with 80% living in constant fear of losing their livelihoods. Statistical analysis confirmed that financial sanctions are significant predictors of heightened anxiety (p<0.05). Similarly, query letters serve more as a source of trauma than correction. Nearly 67% of respondents linked these letters to increased anxiety, and 68.7% described their application as abusive within the context of the socio-political crisis. Regression results further proved that query letters have a statistically significant positive effect on teacher anxiety levels. The study concludes that current administrative practices destroy morale rather than restore order. To safeguard educational stability, the researchers urge authorities to abandon financially crippling penalties. Instead, they recommend a shift toward supportive human resource management, prioritizing collaborative problem-solving, psychosocial support, and health and safety guarantees to protect those on the front lines of the classroom.

Navigating Complexity: Science Teachers’ Challenges and Instructional Strategies in TPACK Integration

Archie A. Perpetua — 2026-04-22

This study examined the challenges encountered by Junior High School science teachers in implementing Technological Pedagogical Content Knowledge (TPACK) and the strategies they employ to address these challenges within public secondary schools in the municipality of Sipocot, Philippines. Grounded in the mandates of Republic Act No. 10912 on continuing professional development, the study highlights the need for effective integration of technology, pedagogy, and content knowledge in science instruction. A qualitative descriptive design was employed, involving 63 science teachers from both implementing and non-implementing schools across coastal and upland areas. Data was gathered through interviews and was analyzed using the six-phase thematic analysis of Braun and Clarke, with both inductive and deductive coding. Results revealed five (5) major challenge themes: infrastructure and connectivity limitations, resource and device inequality, digital distractions and classroom management, insufficient training and support, and teacher workload and technical confidence. Correspondingly, five (5) key strategy themes were identified: offline and backup preparations, collaborative and peer support systems, blended and flexible teaching approaches, scaffolding and guided integration, and the use of core tools and contextualized examples. The presence of an equal number of challenge and strategy themes (5:5) suggests a direct alignment between the barriers experienced and the adaptive responses employed by teachers. Findings indicate that TPACK implementation is shaped by systemic, pedagogical, and individual factors, requiring flexible and context-sensitive approaches. Despite constraints, teachers demonstrated resilience through practical and collaborative strategies to sustain instruction. However, persistent issues in infrastructure, training, and resource access continue to limit optimal integration. The study underscores the need for targeted professional development, improved technological support, and policy-driven interventions.

Gender Awareness, Discrimination and Equality among Students in Higher Education in the Philippines

Harold A. Ombaogan — 2026-04-23

This study examined the levels of awareness on gender laws, discrimination, and equality among students of Davao Oriental State University – Cateel Campus during the second semester of Academic Year 2024–2025. Guided by Paulo Freire’s Consciousness-Raising Theory, the research used quantitative-descriptive design and involved 321 respondents selected through stratified random sampling. Data were gathered using an adapted questionnaire and analyzed using descriptive statistics, t-tests, and ANOVA. Results showed a high level of awareness of gender laws ($\bar{x}$= 3.89, s = 0.79), especially on the Anti-Sexual Harassment Act ($\bar{x}$= 3.98, s = 0.96), but lower familiarity with the Gender and Development (GAD) Budget ($\bar{x}$= 3.80, s = 0.98). Gender discrimination awareness was moderate ($\bar{x}$= 3.37, s = 0.83), with notable recognition of feedback inequality ($\bar{x}$= 3.52, s = 1.03) but less awareness of subject-based discrimination, such as the belief that women are poor in mathematics ($\bar{x}$= 3.23, s = 1.12). Gender equality awareness was high ($\bar{x}$= 4.16, s = 0.56), particularly in classroom and leadership contexts, with strong support for gender-inclusive leadership roles ($\bar{x}$= 4.36, s = 0.75). Significant differences in gender laws awareness were found based on age, gender, and academic program, but not by year level. For gender discrimination, significant differences were observed based on age, year level, and academic program, but not by gender. Regarding gender equality awareness, only the academic program showed a significant difference, while age, gender, and year level did not. The findings suggest the need for targeted interventions such as integrating lesser-known gender laws in classroom discussions and enhancing gender sensitivity training across programs. The study recommends institutional efforts to promote inclusive practices and improve awareness of subtle forms of gender bias. Findings provide actionable insights for university administrators and educators to enhance gender awareness programs, strengthen inclusive educational practices, and inform gender-responsive policy development in higher education institutions.

Exploring Mathematical Epistemology of Grade 7 Students in Validating the Multiplication of Integers

Nasim B. Sadic — 2026-04-23

This study investigates the mathematical epistemologies and reasoning patterns of Grade 7 students in verification of integer multiplication through trial-and-error exploration with varying side parity combinations. It was conducted at a rural area in Lanao del Sur, Philippines specifically at Ansano Memorial National High School, Municipality of Taraka. This study was employed a qualitative research design involving 28 student participants. Data were gathered through validated five item open-ended instruments designed to prompt students’ empirical reasoning. Written responses were analyzed using thematic analysis aligned with frameworks of formal and practical epistemology. Results revealed that students mainly demonstrated formal epistemic reasoning, characterized by efforts to understand conceptual foundations, identify patterns and mathematical properties, and construct generalizations. Practical epistemic reasoning was less prevalent and observed mostly in contexts focused on accuracy, error prevention, and procedural correctness. Further analysis confirmed that task design significantly shapes students’ epistemic engagement: tasks requiring explanation and generalization prompted mostly formal reasoning, while computation and application-oriented tasks caused practical thinking. The result of the study implies that early secondary students are capable of coherent, principle-based reasoning when given appropriate learning opportunities.

Digital Learning Awareness in Enhancing Academic Achievement of Tribal Secondary Students in Thiruvananthapuram, India

Reji Varghese — 2026-04-24

The rapid integration of digital technologies in education has significantly transformed teaching and learning practices worldwide. Digital learning awareness—comprising students’ knowledge, accessibility, attitudes, and effective use of digital tools for academic purposes—plays a crucial role in shaping learning outcomes. Tribal secondary school students often face educational disadvantages due to geographical isolation, inadequate infrastructure, and socio-economic constraints. This study examines the role of digital learning awareness in enhancing the academic achievement of tribal secondary students in Thiruvananthapuram district. A quantitative descriptive survey method was adopted using a Digital Learning Awareness Questionnaire and an Academic Achievement Test. Stratified random sampling was employed to select 120 students. Statistical techniques such as t-test and correlation analysis were used. The findings reveal a significant positive relationship between digital learning awareness and academic achievement. The study highlights the need for targeted digital awareness programs and improved infrastructure to bridge educational disparities among tribal learners.

Online Professional Learning Communities for Developing EFL Prospective Teachers’ Instructional Performance

Israa Ismael — 2026-04-03

The growing complexity of English as a Foreign Language (EFL) teaching, particularly in digitally mediated contexts, has intensified the need to enhance prospective teachers’ instructional performance. However, teacher education programs in many contexts, including Egypt, continue to emphasize theoretical knowledge at the expense of practice-based competencies, resulting in a gap between preparation and classroom realities. Professional Learning Communities (PLCs) have emerged as a prominent approach to teacher development, particularly in response to the limitations of traditional, individualistic models of professional learning. This study proposes a conceptual framework that explains how Online Professional Learning Communities (OPLCs) can support the development of EFL prospective teachers’ instructional performance. Grounded in constructivism, social constructivism, and collaborative learning theories, the framework conceptualizes OPLCs as dynamic, technology-mediated environments that promote professional growth through collaboration, reflective practice, and peer feedback. The proposed model is structured around three interconnected components: input (digital tools and collaborative structures), process (interactive and reflective learning practices), and output (enhanced instructional performance). The paper critically examines the affordances and challenges of OPLCs, emphasizing that their effectiveness depends on purposeful design, sustained engagement, and institutional support. By providing a structured and context-sensitive model, this study contributes to the literature on teacher education and offers practical implications for integrating OPLCs into EFL programs. The paper concludes by highlighting the need for empirical research to validate the proposed framework and examine its impact on teacher development.

Bridging Abstract Theory and Digital Reality: A Collaborative Filtering Teaching Case for Linear Algebra Instruction

Yan Liang — 2026-04-06

This paper presents a linear algebra teaching case built around collaborative filtering recommendation systems, using familiar digital platforms such as Netflix, TikTok, and Taobao as motivating examples. The case is designed to help students connect abstract concepts in linear algebra, including user–item matrices, vector spaces, singular value decomposition, and matrix factorization, with a recognizable real-world application. The instructional design follows a sequence of phenomenon introduction, model construction, algorithm implementation, and reflection, intending to support students’ mathematical modeling and application abilities. The case was piloted with 120 students in four classes at the University of Science and Technology Liaoning, where an experimental group received case-based instruction and a control group received traditional lecture-based instruction. Post-course survey responses and post-test results suggested more positive learning outcomes in the experimental group, including higher mean post-test scores (86.7 vs. 78.2, p < 0.01). However, these findings should be interpreted cautiously because the evaluation was conducted at a single institution using a quasi-experimental design without random assignment or a pre-test. Overall, the study offers a practice-oriented example of how contemporary recommendation scenarios may be used to make foundational linear algebra content more accessible and relevant to students.

AI-supported Computational Thinking: An In-depth Analysis for Higher Education

Desdimona Pramanik — 2026-04-13

The adoption of artificial intelligence (AI) technologies in higher education offers exceptional prospects for advancing computational thinking (CT) growth. The utilisation of AI in education is increasingly recognised as a pivotal catalyst for educational innovation. Although substantial literature addresses the incorporation of AI technology in educational environments, little attention has been directed to the essential role of educators and their professional development requirements. This study selected the reviews from five databases— ACM Digital Library, ERIC (Education Resources Information Centre), IEEE Xplore, Scopus, and Web of Science, which cover subjects like AI ethics literature, computer science education, and educational technology, to conduct the literature review from the last ten years to find more recent articles. The findings reveal how computational thinking education can incorporate AI technologies without compromising educational equity, and the main barriers and prospects for AI inclusion in CT curricula at higher education. This review enhances the existing knowledge on the responsible use of AI in academic contexts and provides practical guidance for educators, researchers, and policymakers who want to develop learning environments that are AI-enhanced and are more productive, interesting, and accessible.