Asian Journal of Education and Social Studies

Innovate Teaching Strategies for Restructuring Immersive Classrooms

Donna C. Para-onda — 2025-11-04

Despite the rapid growth of digital tools in education, many classrooms still struggle with limited engagement, rigid instructional methods, and equity gaps that hinder personalized learning. Traditional teaching often fails to provide safe, interactive environments for skill practice, while access to advanced resources remains uneven across regions. Generative artificial intelligence (AI), however, offers a transformative solution by powering immersive technologies such as virtual reality, augmented reality, and mixed reality to create learner-centered classrooms. AI-enhanced VR delivers adaptive simulations and virtual field trips; AI-driven augmented reality overlays personalized content on physical textbooks; and AI-guided mixed reality blends real objects with virtual overlays for safe, hands-on practice. Core strategies include AI-supported virtual reality field trips, augmented reality enhanced textbooks, mixed-reality simulations, real-time analytics dashboards, adaptive difficulty, and teacher-in-the-loop professional development. In Southeast Asia, applications are already visible—Singapore deploys AI-enabled driving simulators, Malaysia builds extended reality studios and immersive-ready schools, and the Philippines integrates AI-powered augmented reality history apps and virtual reality campus tours within the MATATAG Curriculum. Together, these examples highlight how AI and immersive technologies not only overcome traditional barriers but also boost engagement, personalize instruction, bridge equity gaps, and equip learners with future-ready competencies.

Equity and Access for Persons with Disabilities (PwD) in Indian Education: A Critical Appraisal in Light of National Education Policy 2020

Divya Prakash — 2025-10-28

The 2020 National Education Policy (NEP) is a revolutionary vision for inclusive and equitable education, emphasising universal access to superior learning opportunities. It has recommended substantial improvements to the education system, emphasising the comprehensive development of learners from early childhood through higher education. This study analyses the provisions of the National Education Policy 2020 concerning Persons with Disabilities (PwD) to fill a research gap and analyse the policy's mechanisms, financial sustainability, and socio-cultural obstacles to assess the feasibility of achieving equity and access for millions of persons with disabilities in India. This research examines the immediate obstacles encountered by persons with disabilities and also cultivates a culture of inclusiveness, and opportunities that creates advantages for them. By exploring these factors, this study provides a comprehensive insight in a descriptive analytical approach into how the policy influences the educational landscape for individuals with disabilities. The NEP 2020 promotes equitable education for individuals with disabilities, integrating technology and personalized learning. Training and resource centres enhance educational outcomes. However, underprivileged regions lack adequate infrastructure and resources. Collaboration among governments, institutions, and organizations is crucial for implementing NEP 2020, ensuring access to digital and assistive technology. Policy document analysis limits this theoretical critique. It does not collect statistics on NEP 2020 implementation, efficacy, or student and educator experiences. Its findings are analytical rather than evidential in nature.

A Qualitative Research on the Status of Arnis Education in Higher Education Institutions: Implications for Curriculum Development

Reygan A. Butali — 2025-10-27

This study examined the current status of Arnis education in higher education institutions (HEIs) in the Philippines, focusing on its integration within the Physical Activity Towards Health and Fitness (PATHFit) curriculum. It aimed to identify implementation gaps, assess compliance with national policies, and propose strategies for curricular enhancement and cultural revitalization.

Employing a qualitative research design, the study utilized document analysis and classroom observations to explore the pedagogical and institutional dimensions of Arnis instruction. Guided by Cultural Curriculum Theory and the Technological Pedagogical Content Knowledge (TPACK) model, the research examined how cultural values and technological integration influence the teaching and learning of Arnis. The study was conducted in selected Philippine HEIs offering PATHFit courses from June 2024 to March 2025. Data were gathered from curriculum guides, course syllabi, institutional policies, and relevant documents, complemented by classroom observations that examined instructional strategies, student participation, and use of equipment. Thematic analysis following Braun and Clarke’s (2006) framework was employed to interpret findings.

Results revealed a persistent gap between Republic Act No. 9850’s mandate and its actual implementation in HEIs. Challenges included the absence of standardized policies, shortage of qualified instructors, limited resources and facilities, insufficient time allocation, and varying student motivation. Moreover, the cultural and philosophical dimensions of Arnis were often underemphasized, reducing it to a mere physical activity rather than a medium of national identity.

The study concludes that while Arnis holds strong potential as both a fitness discipline and a cultural heritage tool, its educational implementation remains fragmented. Strengthening teacher training, improving facilities, enriching curricular content, standardizing assessment tools, and fostering institutional collaboration are crucial to ensuring that Arnis education sustains its dual role in promoting physical fitness and Filipino cultural identity.

Customers' Preference for Memorial Park Services in Boston: A Conjoint Analysis

QUEENIE FRENCHAVE S. BLAS — 2025-10-28

Background: Customer preferences for memorial park services in Boston, Davao Oriental, present a significant research gap. There is a lack of studies addressing this specific area, particularly concerning the chaotic, overcrowded, and unsystematic nature of cemeteries in the locality.

Aim: This study aimed to determine the customers' preference for memorial park services using conjoint analysis.

Method: The research was conducted in the Municipality of Boston, Davao Oriental. The study selected one hundred (100) residents of Boston, Davao Oriental, as study respondents through a survey questionnaire. The study utilised an orthogonal design and particularly adopted a one-shot survey design. Moreover, with the help of an expert, the researchers organised and prepared the data for analysis. After retrieving the questionnaire and the data gathered, it was tallied, analysed, and subjected to statistical analysis.

Result: The result denoted that customers most preferred Memorial Park is 100 to 300 meters away from the business centre in Boston, which has a down payment amounting to ₱700.00 plus an amortisation of ₱1,800.00 for two years that offers a funeral service and mass with no amenities. Taking a peek at this finding, researchers inferred that customers prefer a memorial park close to the business centre, around 100 to 300 meters away.

Conclusion: Thus, customers want affordable down payments and amortisation because of increased daily living costs. Customers usually want to reaffirm that life has not ended for their loved ones. They wish for a funeral service with a mass to bring together people who care about each other in an atmosphere of love and support.

Digital Learning Tools and Student Engagement in the Learning Process: A Case of Zanzibar’s Urban Public Secondary Schools Tanzania

Kauthar Y. Khamis — 2025-10-28

This study aims to investigate the effects of digital learning tools on student engagement in learning process at the selected urban public secondary schools in Zanzibar, Tanzania. A Convergent Design combining qualitative and quantitative data was employed. This allowed comprehensive analyses of the research questions to be carried out, with data collection from questionnaires, interviews and classroom observations. A total of 142 participants were sampled, namely 54 teachers and 88 students. The data collection instruments were approved by the research experts and Cronbach's Alpha confirmed their reliability for this study (0.739). All ethical standards of obtaining permissions, informed consents, confidentiality and anonymity maintained as well. Descriptive presentation of quantitative data and thematic analysis for the qualitative data with narrative description were employed. The results suggest that digital tools significantly increase student interest, collaboration, and comprehension of difficult subjects in addition to encouraging self-efficacy and critical thinking. The research showed that digital learning tools are one of the major contributors to a reasonably higher level of student engagement in public secondary schools in Zanzibar Urban District and students responded positively for these tools as well. The study recommends teacher training, digital access across student populations, and supportive policy development to enhance the effectiveness of technology in education and promote greater student engagement.

From Reaction to Cognition: Tracing Artificial Thinking through the SAOR Model

Zhou Yilin — 2025-10-28

Understanding how artificial intelligence systems process information in ways that resemble human cognition remains a critical challenge for cognitive science and AI research. Existing models often treat AI responses as simple input-output mappings, neglecting the complex internal dynamics underlying their behavior. To address this gap, this study introduces the innovative SAOR model (Stimulus–Attention–Organization–Response) to structurally trace cognition-like dynamics in artificial intelligence systems. Moving beyond the traditional stimulus–response paradigm, SAOR refines the cognitive mediation process into dynamic attentional allocation and semantic reorganization. Drawing on multi-turn dialogue analyses involving both human and AI participants, we reveal that: AI systems dynamically restructure semantic frameworks, shifting interpretive stances; attentional anchoring drifts across conversational contexts, leading to response deviations; and identical linguistic stimuli generate divergent outputs under varying affective framings due to modulated attention and reorganization. These findings demonstrate that responses from large language models are not static input–output mappings but emerge through context-sensitive structural processes. The observed nonlinear SAOR cycle, including recursive coupling between attention and organization, indicates that AI exhibits cognition-like structural traits, while devoid of subjective consciousness, its information processing mirrors the structural isomorphism of human cognition. The SAOR model provides an operational framework for comparative analysis of artificial and human cognition.

Wellness Centric Homes: Knowledge Enhancement of the Homemaker for Mindful Living

Archana Pillai — 2025-10-29

In the modern world, homes are seen as more than just useful places to live; they are acknowledged as essential spaces that affect people's physical, mental, and emotional health. The integration of design elements that promote mindful and health-supportive living is emphasized by the Wellness-Centric Homes concept. Homemakers have a major influence on how residential spaces are shaped because they are the ones who organize and maintain them. However, a lot of people are frequently ignorant of small but significant design decisions that directly affect wellbeing, like the use of non-toxic materials, natural ventilation, ergonomic arrangements, biophilic design, and acoustic comfort.

The aim of the study is to determine any knowledge gaps and gauge the level of familiarity that Vadodara city homemakers had with wellness-centric houses. Information was gathered from 70 respondents using a purposive sample technique with a snowball approach. Different levels of knowledge were found, with demographic factors including age, education, and family structure having a significant impact. There was no systematic understanding of wellness-centric design, even though many respondents instinctively favored comfort and natural aspects. The data for this study was collected in Vadodara city, Gujarat, India, during the year 2025. The research was conducted by investigators affiliated with The Maharaja Sayajirao University of Vadodara, with data gathered from 70 homemakers using purposive sampling with a snowball technique.

To improve homemakers' understanding, educational interventions and the development of a booklet in response to the gaps that were found was implemented. The results highlight how crucial it is to provide homemakers with useful knowledge for them to make decisions that promote more balanced, healthy, and thoughtful living arrangements for their families. This research helps close the knowledge gap and encourages the wider application of wellness concepts in living environments. Homemakers will gain hands-on insights and simple, practical tips for creating healthier, more soothing homes that support the well-being of their families and communities.

Integrating Eco-Schools Programme to Bridge Curriculum Gaps in Education for Sustainable Development: Evidence from Public Primary Schools in Mvomero District, Tanzania

Philemon Sokime — 2025-10-29

This study focused on integrating eco-schools programme approach in addressing curriculum gaps - with a critical review of education for sustainable development in public primary schools in Mvomero district, Tanzania. The study deployed a pragmatic philosophy with a convergent research design under a mixed research approach guided by the Social Learning Theory. The study further collected data from one hundred and forty-five (145) informants using purposive sampling technique, simple random sampling technique, and stratified sampling technique. Descriptive statistical tests were employed for quantitative data, and thematic analysis procedures were used to analyze qualitative information. The study revealed the strength in curriculum planning and content, existence of gaps in curriculum implementation and hands-on learning processes under government supervision, while the accomplishment of hands-on learning experiences under eco-schools programme demonstrated the best results. Nevertheless, the study found that there is underutilization of technology caused by the education leaders at different educational administrative levels due to the rigidity and lack of professional development. This study concluded that at Mvomero district, there are curriculum gaps in terms of implementation for both theory and hands-on learning activities practices under government supervision, while there is a strong emphasis for hands-on learning activities preparation and implementation under eco-schools programme. Subsequently, the study recommended to the responsible organs to set clear policies for the public primary schools in Tanzania to adopt eco-schools programmes for effective acquisition of sustainable development skills as outlined by United Nations in Education for sustainable development goal number 4 (SDG 4) which advocates for decent education for all children.

Effective English Language Instruction in Ward Secondary School in Mkuranga District

Dorothea Musa — 2025-10-29

This study aimed to explore effective English language instruction by analyzing teaching strategies, evaluating their effectiveness, and examining factors affecting English language teaching in ward secondary schools in Mkuranga District. The study contributes to understanding how interactive strategies enhance learning in multilingual classrooms. A mixed-methods approach was employed, involving 100 students, 6 school heads, and 12 English teachers. The study was guided by Lev Vygotsky’s sociocultural theory (1978). Data were collected through questionnaires and interview guides. Quantitative data were analyzed using descriptive statistics, including frequencies and percentages, while qualitative data were analyzed thematically in alignment with the quantitative findings. The findings revealed limited use of strategies such as role-play, debates, question-and-answer sessions, and group tasks and discussions in English language instruction. Challenges such as overcrowded classrooms, insufficient teaching materials and facilities, and a lack of adequately trained teachers were identified as key obstacles to effective English language teaching. The study recommends that the government ensure schools have adequate language learning resources, including textbooks and multimedia tools.

Exploring the Role of School-based Training on Teaching Productivity among Teachers in Public Primary Schools at Morogoro Municipal, Tanzania

Emmanuel Elly Sangiwa — 2025-10-29

An effective school-based teacher professional development enhances teachers’ productivity, as it provides them with practical skills for diversifying their pedagogical practices and influencing student achievements. This study explored the role of school-based professional development training known as MEWAKA on teaching productivity and student outcomes in Morogoro Municipality’s public primary schools, guided by Social Cognitive Theory (SCT). A convergent parallel mixed-methods approach was employed to collect data from 30 teachers through questionnaires and three head teachers through in-depth interviews. Findings indicate that teachers perceive school-based training as relevant and effective in enhancing lesson preparation, delivery, classroom management improvement, and sharing experiences, aligning with SCT’s focus. However, classroom management improvements were less pronounced, likely due to large class sizes and resource constraints. Head teachers emphasized supportive environments, teaching materials, and quality assurance as critical for sustaining progress. The study recommends strengthening school-based training with sustained resources, practical alignment, and ongoing mentorship to enhance teaching practices and student outcomes in Tanzania primary schools.

Effectiveness of Wireless Internet in Promoting Students’ Access to Learning Resources in Higher Learning Institutions: Evidence from Morogoro, Tanzania

Zulpha J. Evance — 2025-10-29

This study investigated the effectiveness of wireless internet in promoting students’ access to learning materials in selected higher learning institutions in Morogoro Municipality. The study examined students’ perceptions of the availability of wireless internet services in Jordan University College. Assessed the impacts of wireless internet services on the learning of students in Jordan University College and explored challenges hindering students’ access to wireless internet at Jordan University College. The study employed mixed-method approach with a sample size of 150 students, 3 ICT staff and 3 Heads of departments. Data were collected using questionnaires and interviews. Data were analyzed together, where quantitative data were analyzed descriptively and qualitative data were analyzed thematically. The findings of the study revealed that wireless internet accessibility faces various challenges that affect its effectiveness, such as inconsistent internet connections, low speed internet connections, and the use of the internet for non-academic purposes among students. The study suggested that government and educational stakeholders should participate in ensuring active and effective wireless internet availability in universities. Conclusively, the study recommends further studies on the same problem to bridge the revealed research gaps.

Factors Affecting Business Management Graduate Skills to Meet Industry Demand: Evidence from Non-State Higher Educational Institutes in the Central Province, Sri Lanka

Ratnayake, S.B.D.C. — 2025-10-29

This study examines the key factors; Curriculum Relevance, Industry–Academia Collaboration, Soft Skill Development, Digital Skills, Faculty Expertise, and Access to Real-World Learning which influencing the Skills of Business Management graduates to meet industry demand within non-state higher educational institutes in the Central Province of Sri Lanka. Adopting a quantitative, descriptive, and explanatory research design, primary data were collected through a structured questionnaire administered to 80 Business Management graduates from three non-state universities in Central Province Sri Lanka. Responses were measured using a five-point Likert scale, and data were analyzed using IBM SPSS Statistics through reliability testing, validity testing, correlation, and multiple regression analysis. The results indicated that the overall model was statistically significant, explaining 61.7% of the variance in Graduate Skills matching Industry Demand (GSID). Among the predictors, Digital Skills and Soft Skill Development emerged as the most significant determinants of graduates’ alignment with industry needs, while Access to Real-World Learning showed a moderate effect. Other factors, including Curriculum Relevance, Industry–Academia Collaboration, and Faculty Expertise, were found to have positive but statistically insignificant relationships with GSID. The study concludes that bridging the gap between university learning and workplace expectations requires a strategic focus on digital transformation, experiential learning, and soft skill integration within higher education programs.

Bridging Two Worlds: Non-indigenous Teachers Navigating Indigenous Social Studies Classrooms

Steven Kylle G. Barrida — 2025-10-30

Every classroom serves as a cultural gathering place where teaching transforms from instruction to conversation. When educators enter communities other than their own, they are faced with the privilege and responsibility of comprehending a different culture, which further complicates this exchange. This study described the experiences, challenges, and coping strategies of non-Indigenous Social Studies teachers teaching in Secondary IPEd schools. It aims to better understand how these teachers handled cultural practices and the varied reality of working in the IPEd schools. A qualitative phenomenological research design was employed to capture lived experiences and generate practical insights. The study was conducted at secondary public schools, carrying out the initiative for Indigenous Peoples' Education (IPEd). Purposive Sampling was used to choose individuals based on their related experiences in teaching. Key themes were found using Colaizzi's semi-structured analysis approach, which focused on how non-Indigenous teachers deal with their cultural roles to foster an inclusive learning environment and close cultural divides. The findings of this study showed that non-Indigenous teachers had to face issues like language barriers, cultural alienation, and a lack of resources appropriate to their places. They showed resilience despite this by establishing a connection with Indigenous communities and adapting and incorporating local viewpoints to become more community-focused and responsive. The study also recommended stronger school-community partnerships, greater support and assistance for Indigenous and non-Indigenous teachers, and cultural competency training anchored in Indigenous knowledge. To bridge these worlds, a continuous dedication to justice, inclusivity, and Indigenous engagement in education. Overall, the research emphasizes that true inclusivity in education emerges when understanding, humility, and collaboration guide the act of teaching.

Tracer Study of the Bachelor of Secondary Education Graduates of Iloilo Science and Technology University Miagao Campus

Ma. Salome R. Magbanua — 2025-10-30

Graduates' success measures the fulfillment of the mission, vision, goals, and objectives of the HEI’s. The study looked into the tracer study, profile and employability skills acquisition of the graduates. This study used a descriptive design. Respondents were the 377 BSEd graduate for academic year 2016-2017, 2017- 2018, 2018- 2019. Study revealed that the majority are employed at the time of study and are in the teaching job. Furthermore, the study revealed that majority of the respondents are female, mostly single, occupying Teacher l position and a little percentage to other academic rank, majority are employed with in the 1-2year term. A limited number of respondents are full-fledged master’s degree holder. A great number have not started their graduate studies. As to the length of time spent in finding a job and how the graduates find their job, 7 to 11 months and walk-in and response to an advertisement were indicated as answers. As to job satisfaction, the results showed that the respondents are satisfied with their job. The graduates were also given due recognition in the workplace given by DEP Ed. Moreover, the study revealed that the respondents considered communication skills as the most useful competency learned in school that helped them in finding a teaching job. Information technology skills is the skill they need to be enhanced and majority of them would recommend ISAT U to others. The BSEd graduates are in demand in the field of work. It is recommended that the campus may strengthen job placement programs to ensure employment among the BSEd graduates.

Factors Influencing Adoption of Climate Smart Practices among the Smallholder Oil Palm Farmers in Nigeria

Kenechukwu Chudi Onukwube — 2025-10-30

The study analyzed the factors influencing smallholder oil palm farmers’ adoption rate of Climate Smart Agricultural (CSA) practices and adoption rate of each CSA practice in the oil palm producing belt of Nigeria. Multi-stage sampling technique was employed to select 300 smallholder oil palm farmers in Akwa Ibom, Cross River and Ondo State Nigeria. Ordered probit regression model was utilized to analysis the factors influencing the smallholder oil palm farmers adoption of CSA practices and adoption rate model was used to determine the rate of adoption of each CSA practice in the study area. The adoption rate shows that the most adopted CSA practice among the smallholder oil palm farmers is avoiding slash and burn practices on oil palm fields and in new developments with adoption rate of 0.743. From the result of the ordered probit model, the price of First Fruit Bunches (FFB) was positively significant at 1% and the marginal effect for the price of FFB shows that an increase in price of FFB will increase the probability of having high adoption rate for CSA practices by 11.86% among the respondents in the study area. The study recommends that extension agents should intensify their sensitization and advocacy program among the smallholder oil palm farmers on the need to adopt CSA practices in the study area.

Employers’ Feedback on the Work Performance of BSEd Graduates of Iloilo Science and Technology University-Miagao Campus

Ma. Salome R. Magbanua — 2025-10-30

This paper determined the employers feedback on the work performance of BSEd Graduates of Iloilo Science and Technology University, Miagao Campus, Miagao, Iloilo in the workplace as evaluated by their employers. The respondents accomplished and returned the questionnaires to the researchers or sent via the social media platforms. Specifically, work competencies, and professional and personal traits were the areas rated to assess the graduates’ performance in the workplace. The researchers used the mixed method of research with the principals, head teachers, and immediate supervisors as respondents of the study. Forty-five employers participated in the study. Findings revealed that teaching process skills, problem solving skills, communication skills, collaboration and teamwork and facilitating Learning Skills were the emerging work competencies possessed by the BSEd graduates. Moreover, as to Professional and Personal qualities, results reveal that maintaining harmonious relations with co-employees, superiors and the students, demonstrating proficiency and mastery of standard operating procedures in actual performance of work, and grasping new ideas and instructions; including perceptions and trainability, were the prevailing qualities.The study further disclosed that the employers found career growth and leadership development, flexibility on work under pressure, collaboration and initiative, positive attitude at work, globally competitive were noteworthy of the BSEd graduates. Technological Proficiency and Diligence and effort exerted in performing functions and assignments without easily giving up physically are to be enhanced. The graduates were also recognized through the award given by their school or DEP Ep. Hence, it is recommended that a follow –up study on employers’ feedback about the performance of the BSEd graduates in their workplace, including relevant variables and wider scope particularly for each area may be conducted regularly to substantiate the results of the study and the proposed plan of action as a result of this study may be considered.

Influence of Guardianship on Student Attendance Patterns in Public Secondary School in Morogoro Municipality in Tanzania

Winrose A. Kweka — 2025-10-31

This study investigated the influence of guardianship on student attendance patterns in public secondary schools in Morogoro Municipality, Tanzania. Despite government initiatives such as the Free Basic Education Policy, irregular attendance persists, with adolescent guardianship emerging as a critical factor. Anchored in Albert Bandura’s Social Learning Theory, the study examined how modeling, observation, and reinforcement by guardians shape adolescents’ commitment to schooling. A convergent mixed-methods design was employed, targeting a population of 400, from which a sample of 40 respondents (30 teachers and 10 parents) was drawn using stratified, purposive, and random sampling techniques. Data were collected through questionnaires and interviews, analyzed using descriptive statistics and thematic analysis, and validated with a Cronbach’s alpha of 0.847. Ethical considerations, including informed consent, confidentiality, voluntary participation, and adherence to research ethics guidelines, were strictly observed. Findings revealed that effective guardian–school communication, provision of basic needs, counseling services, and parental participation positively influence attendance. Conversely, inadequate meals, inconsistent provision of learning materials, and socio-economic barriers hinder regular attendance. The study concludes that guardianship plays a central role in promoting supportive environments, enhancing student engagement, and reinforcing positive attendance behaviors. Recommendations include strengthening school–gardian partnerships, ensuring consistent provision of meals and learning resources, expanding counseling services, promoting flexible parental engagement, and supporting teacher professional development to enhance student-centered practices.

Educational Media Design and Technology Integration: Implications for Teaching and Learning Effectiveness in Nigerian Universities

Adams Omokaro Ekwevugbe — 2025-10-31

The study investigated the impact of educational media design and production on teaching and learning effectiveness in Nigerian Universities. Anchored on Systems Theory, Diffusion of Innovation Theory, and the Technological Pedagogical Content Knowledge (TPACK) framework, it examined the issues, challenges, and prospects of educational technology in instructional delivery. The population comprised 2,103,042 students and 121,895 academic staff across 91 Nigerian public universities. A sample size of 600 respondents (comprising of 450 students and 150 lecturers) was determined using Taro Yamane’s formula and selected through stratified random sampling. Employing a descriptive survey design with a correlational component, data were collected through a validated researcher-designed instrument titled Educational Technology Utilization and Instructional Delivery Questionnaire (ETUIDQ) and analyzed using descriptive statistics, Pearson’s correlation, and multiple regressions. Results revealed significant relationships between ICT infrastructure, staff digital competence, and instructional effectiveness, jointly explaining 31% of the variance in technology-based teaching outcomes. Major challenges included inadequate infrastructure, limited training, and poor funding, while notable prospects involved improved creativity, flexibility, and engagement. The study concludes that effective integration of educational technology enhances instructional quality when supported by adequate infrastructure, trained personnel, and sustainable management. It recommends continuous staff development, strategic funding, and policy consistency by National Universities Commission and Tertiary Education Trust Fund to promote technology-driven learning environments in Nigerian universities.

Mapping Misrepresentation: Indigenous Communities and the Politics of Visibility in India’s Digital Media

Priyanka Dutta — 2025-11-01

Although digital space has been dominated by text-oriented paradigms, the community is increasingly engaging with multimodal research objects and methods. It designs to answer questions like ‘How technology can be leveraged to advance humanistic enquiry?’ or ‘How media can represent?’. The advance humanistic inquiry paves for a digital space that has abundance scope for democratization and curation of knowledge. This visualization technique helps to understand new ways of conceiving narratives and to bridge the gap between the centre and the margin. Expansion of internet connection and the availability of smart phones at affordable prices in the Indian market are the two fundamental reasons to enable digital empowerment among the mass. The margin, though an umbrella term, serves the specificities of Indian indigenous communities in the present article and to shape the framework of discussion, the understanding of positionality of them in digital space includes the streamlined mediums like social media and websites. Such digital platforms aim at the erasure of binaries between the mainstream and the indigenous conglomeration, where the latter can be a prima facie. The scope of inclusivity encompasses the richness of facilitating wide range of possibilities. The indigenous accommodation in the digital space is either presented out of identity or they are ‘represented’ out of interest. However, unimagined initially, much of this ‘representation’ conclusively gives way to a minimal and reductive mode of portrayal. The manufactured popularity accomplishes its own goal of generating revenue and fame and during the process these indigenous communities form a mere sensational content to rope in maximum viewers. The article aims to present the misrepresentations and under-representations of the indigenous communities in the digital space and how significantly it reflects upon deep seated biases, historical erasures, and contemporary stereotypes that determines their identity through evolution. In the purview of Digital Humanities, theoretical framework of Digital Capitalism is used to analyze how an authentic portrayal in the digital platform appears to be missing because contemporary challenges of their identity and lives are often neglected. The theory of Marxism maps the unidimensional representation concentrating on ceremonies, rituals, spiritual beliefs, adornments and their traditional attire. The instability and impreciseness shrouding the representation by the ‘other’ demand a representation by the ‘self’ which aims to show the findings of the article how the indigenous communities are advancing on their usage of digital space by using the authenticity of the content and also by the commercialization of their identity to combat digital colonialism and data sovereignty.

Classroom Presentation by Students: A Pedagogical Approach to Enhancing Students' English-Speaking Skills among Grade Eleven Learners

Tshewang Yeduen — 2025-11-01

Aims: The study investigated the effectiveness of presentations as a pedagogical strategy to enhance students’ English-speaking skills in a Bhutanese higher secondary school.

Study Design: Guided by Kurt Lewin’s cyclical action research model of planning, observing, and reflecting, the study adopted a one-group pre-test-post-test quasi-experimental design over nine weeks.

Place and Duration of Study: Participants included eleventh-grade students (N = 26; 13 male and 13 female), aged 16-18, selected through convenience sampling. The participants were selected using a convenience sampling technique, which involves choosing a sample that is easily accessible to the researcher. This approach was practical because, as their English language teacher, I had regular and direct access to the students, facilitating the implementation and monitoring of the intervention over time.

Methodology: Data were collected using a mixed-method approach: (a) quantitative assessment of students` presentations across five rounds (baseline and four intervention cycles) using a nine-criteria rubric (fluency, pronunciation, grammar accuracy, vocabulary, organization, message clarity, confidence, audience engagement, and audibility), and (b) qualitative reflections from open-ended surveys analysed through word cloud visualization.

Results: Quantitative results showed significant improvement in students’ performance, with mean scores increasing from 27.8 at baseline to 34.6 in the final round, confirmed by a paired-samples t-test, t(25) = -19.84, p < 0.001. Students demonstrated steady progress in fluency, pronunciation, confidence, and audience engagement, through gains varied across individuals. Qualitative findings revealed that students perceived classroom presentations as effective for improving speaking skills, building confidence, organizing ideas, and reducing hesitation, while valuing teacher feedback as essential for targeted improvement. The iterative cycle of presentation, feedback, and re-presentation, emerged as central to skill development.

Conclusion: Overall, the study highlights the transformative potential of classroom presentations in fostering both linguistic and paralinguistic competence. It recommends incorporating structured presentation tasks and standardized speaking assessments into Bhutanese English curricula to promote sustained language growth. Additionally, teacher-training programs could emphasize strategies for facilitating effective student presentations and providing constructive-feedback, equipping educators with the skills to foster fluency, confidence, and communicative competence.

Impact of Virtual Laboratories on Problem-solving Skills in Basic Science and Technology Learners in Benue State

Benson Akpegi Egbodo — 2025-11-01

This study investigated the impact of virtual laboratories on the acquisition of problem-solving skills among Basic Science and Technology (BST) learners in Benue State, Nigeria. A quasi-experimental design employing non-equivalent control groups was adopted. Two hundred (200) Junior Secondary II students were purposively selected from four co-educational secondary schools in Benue State. The experimental group, comprising two schools with 100 students, was taught using virtual laboratory-based instruction, while the control group, also with 100 students, received traditional lecture-demonstration teaching. The study was guided by three research questions and three null hypotheses, all tested at the 0.05 level of significance. Data were collected using a researcher-developed instrument titled Science Process and Problem-Solving Skills Test (SPPST), which was validated by experts in science education and yielded a reliability coefficient of 0.82 using Cronbach’s Alpha. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses. Findings revealed that there was a significant difference (F(1,197) = 12.64, p < 0.05) in the mean problem-solving skill scores of students taught using virtual laboratories compared to those taught with traditional methods, in favour of the experimental group. The result further indicated no significant gender difference (F(1,198) = 1.17, p > 0.05) in the problem-solving performance of students exposed to virtual laboratory instruction, suggesting that both male and female learners benefited equally from the approach. Additionally, students’ and teachers’ perceptions of virtual laboratories were highly positive, emphasizing their potential to promote inquiry-based learning, experimentation, and scientific reasoning. The study concluded that virtual laboratory instruction significantly enhances learners’ engagement, critical thinking, and problem-solving ability in Basic Science and Technology, serving as an effective pedagogical alternative to under-resourced physical laboratories. It was recommended that the Benue State Ministry of Education and relevant educational agencies integrate virtual laboratory simulations into the BST curriculum, provide reliable ICT infrastructure, and organize continuous professional development programs to equip teachers with the skills required for digital-based science instruction.

Knowledge, Attitude, and Perception toward Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome of Social Studies Students

Iaron I. Gonzales — 2025-11-03

The Human Immunodeficiency Virus (HIV) stands as a global health threat, potentially leading to Acquired Immunodeficiency Syndrome (AIDS) if left untreated. In this study, the researcher utilized a descriptive correlational design to measure and provide a description about the level of knowledge, attitude, and perception and determine the mediating effect of perception on the relationship between knowledge and attitude in regard to HIV/AIDS. Stratified random sampling was utilized to determine participants on each participating schools, then validated questionnaires were disseminated to elicit information from the three hundred twenty-two (322) Social Studies students. Furthermore, the study used mean to measure the level of each variable, while the correlation between knowledge and attitude and perception and attitude was statistically determined by using Pearson’s ii Correlation. Linear Regression was administered to look if perception has direct influence on the correlation between knowledge and attitude about HIV and AIDS. The result revealed that respondents are knowledgeable, possess good perception, and neutral attitude toward HIV/AIDS. Also, knowledge and perception were found to have a tendency to influence the attitude of students. Additionally, perception was found to have a direct influence on the correlation between the respondents’ knowledge and attitude. It is recommended that future interventions on HIV/AIDS must not only focus on providing information but also to foster good perception in order to promote positive attitude.

Parental and Institutional Stakeholders’ Perceptions of Social Media Integration in Education: A Qualitative Study from Assam, India

Antareepa Bora — 2025-11-03

Aims: The study aimed to explore parental and institutional stakeholders’ perspectives towards social media use in education.

Purpose: The purpose of the study is to find out the experiences and challenges of parents and institutional stakeholders while integrating social media in teaching practices, academic and non-academic activities of students.

Research Questions: Research questions formulated based on the purpose of the study- 1. How do parents perceive the use of social media in the academic and non-academic activities of their children? 2. How do different stakeholders of educational institutions perceive the use of social media in enhancing teaching-learning process and student’s engagement?

Study Design: A descriptive qualitative research method was adopted to explore parental and institutional stakeholders’ perspectives on social media use in education for the academic and non-academic activities of students.

Place and Duration of Study: The study was conducted in the Biswanath District of Assam on the month of April and May, 2025.

Methodology: To gather data, total 45 stakeholders were selected as samples from 5 secondary schools of Biswanath District, Assam. 15 parents participated in focused group discussion and 5 principals and 25 teachers were interviewed.

Results: Thematic analysis revealed that parents perceived social media to be useful for students and generated few themes such as- socialization, personal growth, enhanced learning etc. Moreover, they have expressed concerns about online safety, addiction and responsible usage. According to institutional stakeholders, social media has the ability to foster inclusive learning, improve knowledge and interactive learning. Principals enforced stringent policies, awareness campaigns, and instruction on digital citizenship to encourage students to use social media responsibly. Teachers provided educational resources, communicate, and shared feedback on social media.

Conclusion: In order to maximize advantages and reduce hazards, the study emphasized the necessity for parental participation, institutional rules, balanced social media usage, broader discourse on digital citizenship and educational equity.

Information Processing Patterns and VARK Learning Style Preferences: A Correlational Analysis in Grade 10 Physics

Cherizabel V. Madalmingan — 2025-11-04

This study examined the relationship between VARK learning styles and information processing patterns among Grade 10 students among selected junior high school students at National High School in Davao Occidental during the school year 2024-2025. A descriptive-correlational design was employed, with 105 respondents selected through complete random sampling. An adapted questionnaire assessed students’ VARK learning styles and information processing patterns. Data were analyzed using mean scores and Pearson r correlation analysis. Results revealed that students have high preference for visual and kinesthetic learning style. Moreover, students tend to process information sequentially. Statistical analysis indicated a significant positive relationship between VARK learning styles and information processing theory, suggesting that the preferred learning style of students influence how students process information in learning physics. Hence, these findings contribute to improving teaching practices in Physics by guiding teachers to design lessons that align with students’ learning preferences and processing patterns, thereby enhancing engagement and comprehension.

Assessment of Students’ Text Possession and Utilisation as Predictors of Achievement in Literature-in-English in Senior Secondary Schools in Osun State

J. O. Tairu — 2025-11-04

This study examined the predictive contribution of students’ textbook possession and utilisation on achievement in Literature-in-English in senior secondary schools in Osun State. It determined the composite contribution of students’ textbook possession and utilisation to the prediction of achievement in Literature-in-English; and assessed the relationship that existed among the students’ textbook possession, utilisation, and achievement to Literature-in-English. The study adopted the descriptive survey research design. The population for the study comprised all senior secondary school students taking Literature-in-English in public schools. Multi-stage sampling procedure was employed. Seven hundred and fifty senior secondary school students II (SSII) were randomly selected. Two research instruments were adapted, namely: Questionnaire on Students’ Possession and Utilisation of Literature-in-English Texts (QSPULT) and Literature-in-English Achievement Test (LAT). Data collected were analysed using appropriate inferential statistics. The multiple regression results yielded a co-efficient of R= 0.601^a. This indicated that an increase in the independent variable might lead to increase in the variation of dependent variable (achievement in Literature-in-English). The R Square = 0.361 revealed that 36.1% (Adj. R²=.357) of the variance in students' achievement in Literature-in-English can be explained by the combination of the two predictors (Textbook possession and Text utilisation). The results showed that text utilisation (β=.142, t=4.369, p= .000) had significant and positive predictive contributions on achievement in Literature-in-English. Textbook possession (β =-.065, t=-2.221, p=.027) was significant but had a weak predictive contribution. Also, students’ textbook possession and utilisation had significant composite contribution on achievement (F=262.703, P<0.00). Finally, there existed a positive and significant relationship among text utilisation (r=.360, p=.000) and achievement in Literature-in-English, while textbook possession showed a negative and significant relationship (r=-0.297, p=.000). The study concluded that text utilisation had strong and positive predictive contribution on achievement, while textbook possession had negative predictive contribution on achievement in Literature-in-English in senior secondary schools in Osun State.

Awareness of the National Teacher Education Policy (NTEP) among Teacher Education Lecturers in Southwestern Nigeria

Adebayo, M. A. — 2025-11-05

Education is a fundamental right of every individual, which helps to ensure a safer, healthier and more prosperous society. The efficacy of an educational system is contingent upon the educational achievements of its teachers, as the quality and dedication of educators directly influence the overall quality of education provided. The study ascertained the lecturers of the Faculties and Colleges of Education’s awareness level of the component of the National Teacher Education Policy (NTEP) in Southwestern Nigeria. It also identified factors affecting lecturers of the Faculties and Colleges of Education’s awareness of NTEP in Southwestern Nigeria. The study adopted the descriptive survey research design. The population for the study comprised all the 2009 lecturers in the Faculties and Colleges of Education in Southwestern Nigeria. A sample size of 1005 lecturers was selected using a multistage sampling procedure. Two research instruments were used for data collection, namely: National Teacher Education Policy Awareness and Implementation Questionnaire for Faculties of Education Lecturers (NTEPAIQFEL, r = 0.92) and National Teacher Education Policy Awareness and Implementation Questionnaire for Colleges of Education Lecturers (NTEPAIQCEL, r = 0.86). Data collected were analysed using percentage, frequency count and ranking. Results showed that the level of lecturers of the Faculties of Education awareness of the component of NTEP in Southwestern Nigeria ranged from a high level of awareness (21.1%) to a low level of awareness (18.5%); and Colleges of Education: high (13.9%) to low (20.2%). It also revealed that factors affecting lecturers of Faculties of Education awareness level of NTEP ranged from poor funding (RII=0.863) and the government’s effort in creating awareness of the policy (RII=0.763); and Colleges of Education: poor funding (RII=0.804) to availability of NTEP copies in libraries (RII=0.711). The study concluded that the level of lecturers of the Faculties of Education of the component of NTEP ranged from a high level of awareness (21.1%) to a low level of awareness (18.5%); and Colleges of Education: high (13.9%) to low (20.2%), and this makes the implementation of the policy difficult.