Asian Journal of Education and Social Studies

Teacher Awareness, Attitudes and Barriers in CCE Implementation: A Review Study in India

Nabanita Borah — 2025-11-26

The Continuous and Comprehensive Evaluation (CCE) is a major reform in education aimed at making the evaluation process more systematic and effective. This system focuses on the improvement of both students and teachers in the teaching and learning process. It emphasizes continuous assessment and broad-based learning and behavioural outcomes of the students, rather than one or three hours of assessment through end-term examinations. The successful implementation of the CCE in the schools is mainly based on the students, teachers, parents, and SMC members.

In this study, a literature review method has been followed to examine the Implementation of Continuous and Comprehensive Evaluation (CCE) of the Right to Education Act (2009) in India. This review study summarizes relevant research studies from the last ten years, encompassing the period from 2014 to 2024, including more than fifty relevant studies that empirically examine the implementation of the CCE in India. This paper highlights the awareness and attitudes of teachers towards the CCE. The paper also tries to provide insights into the challenges of teachers for the proper implementation of the CCE in India.

This review identifies critical gaps in training, infrastructure, and teacher support systems that hinder effective CCE implementation, suggesting a need for stronger institutional backing. The findings indicate that the adequate implementation of the CCE in India suffers from different challenges, including inadequate infrastructure, a shortage of teachers, insufficient funds, a lack of seriousness in students, etc. Additionally, teachers’ attitudes and awareness of CCE also vary based on factors such as gender, location, time, experience, and other factors.

For the successful implementation of this CCE system, removing various barriers is essential for the upliftment of students and teachers, allowing this system to enhance the effectiveness of Indian education.

Five Years of NEP 2020: A Review of Structural Transformations in Indian Education

Pipas Kumar — 2025-11-27

This systematic review examines five years of India's National Education Policy (NEP) 2020 implementation, analyzing structural transformations reshaping the nation's educational landscape. Employing a qualitative systematic literature review methodology, the study analyzed official government documents, Ministry of Education reports, UGC circulars, peer-reviewed academic publications, and international organization assessments (UNESCO, OECD, World Bank) spanning 2020-2025. The analysis identifies twelve foundational shifts: the cognitive development-aligned 5+3+3+4 curricular framework replacing the traditional 10+2 structure; Four-Year Undergraduate Programs with flexible entry-exit pathways; Academic Bank of Credits for credit accumulation; early vocational integration from Grade 6; multidisciplinary and skill enhancement courses; recognition of prior learning; integration of Indian Knowledge Systems; mother tongue-based multilingual education; health, yoga, and environmental consciousness embedding; undergraduate research ecosystems; digital expansion through SWAYAM and DIKSHA platforms; and teacher capacity building initiatives. However, implementation faces critical challenges including infrastructural inadequacies, acute teacher shortages, digital divides disproportionately affecting rural areas, financial constraints, and non-uniform state-level adoption. This review provides evidence-based insights for policymakers navigating educational reform and offers researchers a comprehensive assessment of India's paradigm shift toward competency-based, learner-centric education aligned with Viksit Bharat 2047. Success requires addressing regional disparities through strengthened public-private partnerships, robust monitoring frameworks, and targeted interventions ensuring equitable implementation across India's diverse socio-economic landscape, with future research needed to validate long-term outcomes through longitudinal empirical studies.

Principles of Designing Math Assessment Tasks

Farkhondeh Hosseini Shekarabi — 2025-12-06

According to the cognitive structure and characteristics of the students, the design, prediction, and regulation of educational events are determined based on the objectives, content, and available resources. To design tasks of any kind, including this mathematics assessment task, we need a framework and a design road map. In this article, we examine a fundamental design framework, including its definition, purpose, guiding principles, return, and design modification. The purposes of placement tests, program evaluations, and graduation exams are administrative or program-related. These assessments are beneficial for a variety of stakeholders. Mathematics assessment tasks consist of questions, situations, and instructions used by instructors to evaluate students' performance. Clearly, there are no specific limitations on the categories of task design, and every action in the teaching process is intended to facilitate effective learning and education. Designing rich mathematics tasks provides sufficient practice opportunities to enable students to master the skills and knowledge at each stage of the mathematics curriculum, and guides students' thinking and understanding of mathematics. The terms assessment and evaluation are used interchangeably in many fields. However, here we want to address a form of formative math assessment that refers to helping students throughout the course and tracking educational programs. A principle is a fundamental truth or proposition that serves as the foundation for a system of beliefs or behaviour or a chain of reasoning. In conclusion, we provide a quick overview of a fundamental design principle that can be applied to any design project but is particularly useful for developing mathematical assessment tasks.

E-Governance in Sierra Leone: Developments, Impacts, Challenges, and Prospects

Samuel Saio Mansaray — 2025-12-08

This study scrutinizes Sierra Leone's 2012 e-governance initiative to assess whether digital reforms have measurably improved service delivery, transparency, citizen engagement, and democratic functioning. Departing from output-focused metrics, it adopts a qualitative lens to reveal how governance processes, stakeholder experiences, and contextual constraints shape outcomes. Using a desk review of policy documents, project reports, and related literature, the research analyzes program design, governance structures, milestones, and benchmarks against regional and international e-government standards. It also synthesizes perspectives from government, civil society, and service users to capture lived experiences, perceived legitimacy, and the everyday usability of digital services. Core themes emerge around trust, accessibility, inclusivity, digital literacy, and power dynamics in decision-making. The authors advance a framework that integrates service delivery, transparency, and citizen participation, contributing a critical, evidence-based assessment of a low- to middle-income country's e-governance journey. Practical policy recommendations focus on design, implementation, and capacity-building tailored to Sierra Leone's context, with attention to sustainability in fragile or post-conflict settings. Looking forward, the study outlines opportunities to scale digital services, enhance inclusivity, and strengthen accountability, underscoring the need for governance reforms, increased digital literacy, and infrastructure investment to advance e-governance and democratic engagement.

Maturity Models and Quality Assurance in Indian Higher Education

Namita Kumari — 2025-12-20

Education is expected to be the prime driving force behind the mission of “Rising India” as it enhances people’s productivity and creativity and promotes entrepreneurship and innovation in society. It helps form personality and inculcate intellectual abilities among its learners. The rising concern about quality in higher education marks a fundamental shift in viewing education in our society—from a functional approach to an instrumental one. The study investigates the application of maturity models as tools for advancing quality assurance standards in Indian higher education institutions (HEIs). The research identifies their role in systematically assessing institutional development and ensuring compliance with accreditation benchmarks to evaluate these models. The study explores key frameworks, their stages of progression, and their effectiveness in addressing challenges unique to Indian HEIs. The National Assessment and Accreditation Council (NAAC) recently announced major reforms in its accreditation process based on the Dr K. Radhakrishnan Committee report to enhance the quality and credibility of Indian higher educational institutions. The most prominent feature of this reform is the introduction of the Maturity-Based Graded Accreditation process in India. Findings aim to provide insights into enhancing institutional performance, fostering continuous improvement, and aligning quality assurance practices with global standards. This research contributes to the discourse on quality enhancement and accreditation, supporting HEIs in achieving excellence and sustainability. The present paper analyses the different maturity models formulated at different points in time and tries to explore which one appears to be most suitable for the proposed Maturity-Based Graded Accreditation process of the NAAC. In the case of higher education, it is the requirements of its different stakeholders, like students, parents, and society at large. The entire exercise of the HEIs involves three ingredients: input, process, and output.

Institutional and Socio-Cultural Constraints in Technical and Vocational Education and Training: Insights from South Africa

Ronnie Risimati Maceke — 2025-12-28

Technical and Vocational Education and Training (TVET) in South Africa is repeatedly positioned as a central lever for youth employment, inclusive growth, and industrial development, yet its outcomes remain uneven and its social legitimacy contested. This review synthesises recent peer-reviewed scholarship on the institutional and socio-cultural constraints that shape TVET participation, provision quality, and post-college transitions. The review argues that constraints operate as a mutually reinforcing “constraint nexus”: institutional misalignments (between governance, funding logics, curriculum design, lecturer development, quality assurance, and employer engagement) interact with socio-cultural dynamics (status hierarchies between vocational and academic tracks, gendered and classed occupational imaginaries, stigma, language and identity, and historically produced distrust in state capability). Evidence indicates that colleges often confront contradictory policy signals and compliance regimes, while partnerships with employers and workplace learning opportunities remain fragile and uneven. At the same time, students navigate powerful perceptions that vocational routes are inferior or risky, which influences programme choice, persistence, and aspiration formation. The review highlights emerging conceptual contributions using capability, Bourdieusian, Freirean, and decolonial lenses to explain why technical training reforms can fail when they neglect recognition, agency, and social meaning. The study concludes with integrative implications for policy and research, emphasising institutional coherence, credible progression routes, lecturer professional formation, and socially anchored strategies to rebuild the symbolic value of vocational pathways.

Empirical Analysis of Ghanaian Household Sources of Domestic Drinking Water

Isaac Addai — 2025-11-24

This descriptive study looks at the sources of domestic drinking water, rankings, and correlations in Ghanaian households for 41,510 respondents using data from the most recent Ghana Statistical Service Annual Household Income and Expenditure Survey (AHIES). The competitive demand between the first three primary sources of household domestic drinking water, which together account for 68.4 percent of Ghana's total primary sources of household domestic drinking water, has been shown by the Spearman correlation analysis. The estimates are all significant at the five percent level of statistical significance. and indicate the need for immediate, efficient management and governance of the joint demand of these three domestic drinking water sources in order to improve domestic water security by encouraging for unit cost reduction through economies of scale. Increasing the production and demand for Ghana's other 13 minor sources of domestic drinking water, which make up around 32 percent of all domestic water sources, must be a national priority in order to ensure domestic water security by reducing household over-reliance on just the three dominant sources as more pro-poor policies are put into place in the medium term.

The Relationship between Public Awareness, Promotion and Perception of TVET Education in Malaysia

Samir Muhazzab Amin — 2025-11-25

Technical and Vocational Education and Training (TVET) plays a vital role in strengthening Malaysia’s skilled workforce and supporting economic development. However, public attitudes toward TVET are still influenced by limited awareness and outdated perceptions. Therefore, this study examines the relationship between awareness, promotion, and institutional quality in shaping public perception of TVET, highlighting the need to understand factors that influence societal acceptance. A quantitative correlational design was employed, involving 500 respondents from selected urban and rural areas across Malaysia between January and June 2024. Data were collected using a structured questionnaire and analyzed using SPSS. Descriptive findings showed high levels of awareness, promotional effectiveness and positive public perception. Correlation analysis revealed a significant positive relationship between awareness, promotion, and perception, indicating that increased exposure and effective communication improve public attitudes toward TVET. The study concludes that enhancing public awareness and strengthening promotional initiatives are crucial for improving TVET’s image. Collaboration between government agencies, educational institutions, and industry partners is also essential to ensure curriculum relevance and promote TVET as a credible and attractive career pathway. These insights provide valuable guidance for policymakers in repositioning TVET to support national workforce development and long-term economic progress.

The Impact of AI-driven Customer Segmentation on Customer Value in the Cosmetic Products Industry

S.R Ganesh — 2025-11-25

Artificial Intelligence (AI) is transforming digital marketing by enabling brands to segment and target customers more accurately. This study examines the impact of AI-driven customer segmentation on customer value in the cosmetic products industry, focusing on satisfaction, engagement, and loyalty compared with traditional segmentation methods. A total of 200 respondents from Vijayapura, Karnataka, were selected using purposive sampling, ensuring representation of active online cosmetic consumers familiar with AI-based marketing. This sample size was considered adequate for achieving reliable results using basic statistical analyses such as descriptive statistics, t-tests, and ANOVA. The findings show that customers exposed to AI-based segmentation reported significantly higher satisfaction, engagement, and loyalty levels (p < 0.001). Moreover, responsiveness to AI-driven marketing varied by age and gender, with younger and female consumers showing greater adaptability to AI-enabled personalization. The study concludes that AI segmentation substantially improves marketing effectiveness by delivering personalized experiences and enhancing customer relationships. It recommends that cosmetic brands integrate ethical and transparent AI tools to strengthen consumer trust and long-term loyalty.

Enhancing English Speaking Skills Through Action Research: A Study of Grade 3 ESL Learners in Bhutan

Tenzin Pema — 2025-11-25

Phuentsholing Primary School, located in southern region of Bhutan has a diverse student body. This diversity presents challenges in developing strong English-speaking skills among students." English as a second language (ESL) instruction and learning have become essential components of daily education in Bhutan and many other non-native English-speaking nations. In our years as educators, we have noticed that students in the southern borders speak more of their local language than English, which has hampered their ability to communicate. This forced them to converse in their mother tongue in a classroom as well. Consequently, it is difficult for the educators to improve the speaking skills. Furthermore, collaborative action research was employed to navigate the problem and work on the strategies that would enhance the speaking skills to the students. Our research pondered on “How does implementation of various speaking strategies in ESL classrooms contribute to overall speaking enhancement in class 3B students?” the Population sample was selected based on the convenience of the researchers teaching the particular class and off periods for the co-researchers to visit and implement the strategies. The methods for the study were mixed method and the findings revealed a 20%" increase in students achieving advanced proficiency levels.

Specialized Pedagogical Training and Teaching Competencies of Food Science Teachers in Mezam Division, Cameroon

Neba Linda Nchang — 2025-11-25

This study investigated how specialized food science pedagogical training relates with the teaching competencies of food science secondary school teachers in Mezam Division, Cameroon. Guided by two objectives, to determine the impact of teachers’ content knowledge and to evaluate the influence of practical and laboratory skills on their teaching competencies, the study adopted a convergent parallel mixed-methods design. Quantitative data were collected through structured questionnaires administered to 92 food science teachers, while qualitative insights were gathered from semi-structured interviews with four pedagogic inspectors. Descriptive statistics, Pearson correlation, and multiple regression analyses were used to test the hypotheses, complemented by thematic analysis of qualitative data. Findings revealed a statistically significant positive relationship between teachers’ content knowledge and their teaching competencies (r = 0.601, p < 0.05), with content mastery explaining 36% of the variance in teaching effectiveness. Similarly, practical and laboratory skills exhibited a moderate but significant influence (r = 0.411, p < 0.05), accounting for 16.9% of the variance. Qualitative evidence confirmed that while teachers demonstrated strong theoretical grounding, many lacked consistent practical exposure due to inadequate laboratory facilities and limited in-service training. The study concluded that both content knowledge and practical skills are vital predictors of teaching competency in food science education. It recommends continuous, context-based professional development, improved laboratory infrastructure, and stronger mentorship systems to enhance teachers’ instructional effectiveness across secondary schools in Mezam Division.

Understanding Women’s Role and Empowerment Status in Farm Landscape of Gauradaha Municipality of Jhapa District, Nepal

Dipty Timsina — 2025-11-25

Background and Aims: Women constitute 51.12% of the population of Nepal and are actively involved in agricultural activities; however, their contributions are often overlooked, which impedes their potential for development.

Place and Duration of Study: Considering this fact, a survey was conducted to determine the role and empowerment status of women in the farm landscape of the Gauradaha municipality in the Jhapa district. This study was carried out in 150 households from three wards (wards no. 1, 2, and 3) of Gauradaha Municipality of Jhapa district.

Methodology: A total of 150 households (50 households from each ward) were selected through a random sampling method for data collection. The data were collected through face-to-face interviews by using a mobile application, ‘mWater Surveyor’.

Results: Our study revealed that the majority of women (73.34%) were literate, and 50.67% of women had access to financial services. However, only 12.67% of women had received training related to agriculture and 64% of women did not participate in agricultural organizations. The findings showed that 30.67% and 36% of the women were involved in the decision-making of crop and livestock production, respectively. Overall, the involvement of women in various farm activities was satisfactory, with 34.25% of women being solely involved in these activities. Additionally, 20.66% of women made more contributions to agricultural work than did men, and 36.67% shared equal contributions with men in agriculture, particularly when agriculture was their main occupation. For men, 49.33% of women had equal roles in decision-making, while 8% of women had a greater contribution in decision-making than men in agricultural work. Legal recognition of land was higher among literate women than among illiterate women. Women’s access to nutritious foods has improved with an increase in education level. Of the 10 groups of nutritional foods, only 4.67% had access to them.

Conclusion: Our study concludes that women should be empowered in farm activities through training, mentorship, and other opportunities to sustain and enhance agricultural development.

Assessment of the Role of Laboratory Facilities in Science Learning: A Qualitative Study of Pre-secondary School in Uailili, Baucau, Timor-Leste

Edviges Maria Sidalia de Oliveira — 2025-11-26

This qualitative study explores the role of laboratory facilities in supporting science learning at the pre-secondary level in Uailili, Baucau Timor-Leste. The study aims to examine how laboratory facilities contribute to students’ understanding and engagement in science learning. The research design adopted is qualitative with a descriptive approach, conducted at EBC Pre-Secondary School in Uailili from February to May 2025. Data were collected through semi-structured interviews with one science teacher, the school director, and 16 students from Grades 7–9, as well as through document analysis of lesson plans and laboratory materials. Purposive sampling was used to select participants, and member checking was applied to ensure data validity. Data were analyzed using a thematic analysis approach following an inductive process. The findings reveal that laboratory facilities though limited play a significant role in promoting students’ active participation, motivation, and conceptual understanding in science. Teachers’ creativity in utilizing local materials compensates for inadequate facilities, fostering hands-on learning experiences. However, challenges such as insufficient equipment, space constraints, and limited teacher training hinder effective implementation. The study concludes that improving laboratory resources and teacher support is essential to enhance science learning outcomes in resource-limited contexts like Timor-Leste.

The Impact of Enterprise Risk Management on Business Performance of MSMEs in Cateel, Davao Oriental

John Dave C. Cadayona — 2025-11-26

This study looked into how Enterprise Risk Management (ERM) practices are applied by Micro, Small, and Medium Enterprises (MSMEs) in Cateel, Davao Oriental, and how these practices relate to their business performance. Even though ERM is becoming more important today, many MSMEs especially in smaller towns still struggle with different types of risks. There is also limited local research that explains how ERM affects the performance of small businesses. To address this, the researchers gathered data from 94 MSME owners using a structured questionnaire and analyzed the results through mean, ANOVA, and Pearson correlation. The findings showed that ERM practices were generally high among the respondents, particularly in compliance and operational activities. Business performance was also rated high. Based on ANOVA results, there were no significant differences in both ERM practices and business performance when grouped according to business type or years in operation, which means the Impact of ERM among MSMEs is almost the same regardless of their size or age. Meanwhile, the correlation analysis revealed a moderate to strong relationship between ERM and business performance, suggesting that MSMEs with better ERM practices tend to perform better overall. In conclusion, the study highlights that ERM plays an important role in helping MSMEs become more stable and sustainable. Because of this, the researchers recommend that smaller and newer businesses be given more access to training and support programs that can help them strengthen their risk management practices.

Dimensions of Academic Engagement as Predictors of Physics Achievement in Senior Secondary Schools

Fagbenro Waliu Ayoola — 2025-11-27

This study examined the relationship between academic engagement and students' achievement in Senior Secondary School Physics in Nigeria. The study used a correlational design with ex-post facto procedure to collect data. Four research questions were asked and answered. The population comprised all public Senior Secondary School II (SSS II) students in Wukari Metropolis, Taraba State, Nigeria. Systematic random sampling technique was used to select a total sample size of 410 (N=410) subjects. Academic Engagement Questionnaire with a reliability coefficient of 0.81 and Physics Achievement Score Proforma were used for data collection. The collected data were analysed using mean, standard deviation, Pearson's Product Moment Correlation and Multiple Regression analysis. The results showed that academic engagement components have low positive relationship with Senior Secondary School students' Physics achievement (cognitive (R=0.280), behavioural (R=0.350) and emotional (R=0.350) Physics achievement predicting model based on predicted standard shows that one unit increase in cognitive engagement will lead to a 0.230 increase in Physics achievement; one unit increase in behavioural engagement will lead to a 0.268 increase in Physics achievement; one unit increase in emotional engagement will lead to a 0.268 increase in Physics achievement. It is recommended that Physics teachers should utilise learner-centred approach in instruction and appropriate instructional pedagogies that will encourage students’ involvement and achievement in Physics at the senior secondary schools.

Gender Participation in Protected Area Management in Northern Ilocos Sur, Philippines

Juvie Ann R. Duque — 2025-11-27

This study examines the role of gender participation in the management of protected areas under the jurisdiction of the Community Environment and Natural Resources Office (CENRO) in Northern Ilocos Sur, specifically in the Libunao Protected Landscape, Bigbiga Protected Landscape, and the Northern Luzon Heroes Hill National Park. Through a combination of surveys, interviews, and field observations, the research assesses gender roles, awareness, and involvement in management, identifies key stakeholders, and examines the strategies employed in this area. Findings indicate that both genders are actively engaged in various roles, including technical staff, park rangers, and some are members of the Protected Area Management Board (PAMB). Both sexes are also exposed to protected area activities, such as foot patrolling, information, education, and communication campaigns, as well as the crafting of a protected area management plan. Inclusive participation ensures that conservation strategies are comprehensive and considerate of the needs of all community members. The organizational culture within CENRO Northern Ilocos Sur also ensures equal treatment to all members, and gender-based bullying was not observed. Additionally, the recognition of outstanding individuals during Gender and Development (GAD) celebrations exemplifies the program's commitment to acknowledging contributions irrespective of gender, thereby motivating continued involvement and leadership. Moreover, the research emphasizes the importance of gender inclusivity in protected area management by fostering an environment where both men and women can actively participate. CENRO Northern Ilocos Sur not only enhances conservation efforts but also promotes social equity, demonstrating that gender-inclusive approaches lead to more sustainable and effective outcomes.

The Mediating Effect of Technological Diversity on the Relationship between Perceptions of ChatGPT and Students’ Satisfaction with AI Tools in Education

Jolly Ann V. Calizo — 2025-11-28

Students’ satisfaction with AI in education refers to the degree to which students feel positively about and we’re pleased with their experiences using artificial intelligence tools and technologies within their educational settings. This study was conducted to determine what was the mediating effect of technological diversity on the relationship between perceptions of ChatGPT and students’ satisfaction with AI tools in education at a local college in Davao del Norte. Data were gathered from the 353 college students. This study used stratified random sampling technique. This study utilized quantitative non-experimental research through a descriptive correlational design implies mediation analysis. The research employed modified measurement tools that underwent thorough verification for precision and applicability. The statistical tools used in this study were Mean, Pearson r, and Path Analysis. To ensure accuracy, the study employed three adapted survey questionnaires that were verified for content validity when collecting respondent data. The study findings demonstrated that technological diversity, perceptions of ChatGPT, and students’ satisfaction with ai tools in education have a descriptive level of high. Additionally, the three variables showed a notable and interconnected relationship. The study also demonstrated that technological diversity partially mediates the connection between students' perceptions of ChatGPT and their satisfaction with AI tools in education with a p<value of 0.000. The finding that technological diversity partially mediates the relationship between students' perceptions of ChatGPT and their satisfaction with AI tools in education implies that enhancing technological diversity within educational settings will likely improve student satisfaction with AI tools, even when considering students' positive perceptions of ChatGPT.

Digital Literacy Skills among Higher Secondary Students: Demographic Differences and Educational Implications

Sanjana Thapa — 2025-11-28

This study inquiries about the Digital literacy skills of higher secondary students in relation to demographic variables focusing on gender, locality and academic stream in higher secondary schools of Bargarh district in Odisha. The sample size consists of 300 sample selected through stratified random sampling technique. The investigator administered Digital literacy skills scale to measure Digital literacy skills of higher secondary students. The investigator used a descriptive survey method for the study. Descriptive statistics such as Percentage, Mean, SD and inferential techniques like t-test, One-Way ANOVA for analysing the data. The research findings revealed that most students possess a moderate level of digital literacy, with no significant differences observed based on gender and locality. However, it was reported that there exist significant differences among different academic streams, with science students showing higher proficiency. The current research findings will help policymakers to integrate digital literacy skills into the curricula of higher secondary education institutions and also for teachers to plan various training sessions, seminars and intervention strategies for students. The study findings also have the implication for integrating targeted digital literacy programs in education to bridge skill gaps and enhance student preparedness for the digital era.

Classroom Management Strategies at Higher Education Institutions

Chrispin Minga — 2025-11-29

Classroom management in higher education has undergone significant change as universities respond to evolving educational demands. The increasing diversity of student populations, rapid technological development, and shifts in instructional philosophy have reshaped how educators organize and facilitate learning. Managing university classrooms today involves balancing academic thoroughness with inclusivity, supporting autonomy while maintaining structure, and integrating technology without disrupting engagement. Persistent issues include large class sizes, inconsistent student participation, distractions from digital devices, and limited institutional support for training in pedagogical innovation. Additionally, the rise of artificial intelligence in coursework presents new challenges in maintaining academic integrity and equitable participation. The objectives to be achieved in the paper include: to explain the concept of classroom management in higher education by exploring its main elements, underlying theories, and its role in fostering effective teaching and learning environments, to examine the significance of classroom management in enhancing student engagement, sustaining positive and organized learning settings, and improving both instructor performance and student well-being within tertiary institutions and to explore practical classroom management strategies used in higher education, emphasizing methods that encourage active student involvement, reduce classroom disruptions, and create inclusive, learner-centered academic experiences.

To achieve these objectives, this paper employs a qualitative assessment method based on a review of recent empirical studies, institutional reports, and scholarly discussions related to classroom management in tertiary education. The assessment emphasizes the synthesis of practical recommendations and theoretical insights to establish a framework for effective practice. By integrating these findings, the study aims to provide a comprehensive understanding of how higher education instructors can foster well-managed, equitable, and dynamic learning spaces.

Investigating the Impact of Household Expenditure on Formal Education in Ghana: An Empirical Study

Isaac Addai — 2025-11-29

The study examined household education expenditure in Ghana using data from the 2016-2017 GLSS VII survey. It applied the Tobit model to analyze annual formal education spending, addressing a gap in empirical research using this recent dataset. The study results are that an increase in annual household income of 100 cedis per year increases actual household expenditure on education by about 26 cedis. Households in the Savannah Zones in Ghana show positive annual expenditure on education, while the Forest and Accra Zones show negative correlations with education expenditure. The annual formal education expenditures of rural households in Ghana no longer lag behind the annual education expenditures of urban households. Positive education budgets in rural families have the ability to bridge an unequal society, as rural students' access to education leads to increased equality in the development of specialised human capital in Ghana, which is an important finding. Policy-makers in Ghana must take pragmatic steps to drastically reduce the 36 percent of households that do not spend on formal education in a year as a public education policy measure to achieve the SDG4 target and the AU Agenda 2063 targets.

Effectiveness of a STEM-Based E-Module Integrated with the Phyphox Application to Improve Phase F Students’ Physics Learning Outcomes

Aslamiyah Rambe — 2025-11-29

Background: This study investigated the effectiveness of a STEM-based electronic module (e-module) integrated with the Phyphox smartphone application in improving physics learning outcomes among Phase F students (equivalent to Grade 11) in Indonesia.

Methods: A quasi-experimental design with a pretest–posttest control group was employed. Two intact classes (total n = 34) were selected through purposive sampling in a public senior high school: the experimental class learned using the STEM-based e-module integrated with Phyphox, while the control class received conventional direct instruction without the e-module. Effectiveness was examined through pretest and posttest scores, normalized gain (N-gain), student response questionnaires, and observation of learning activities. Descriptive statistics were computed for all variables, and N-gain analysis was used to quantify the improvement in students’ conceptual understanding of sound waves.

Results: The results show an increase in the mean learning outcome from 36.76 (pretest) to 85.59 (posttest) in the experimental class, with an N-gain of 0.77 (high category). The mean student response score was 81.18%, categorized as “very effective”, and the mean activity score reached 96.85% (“very active” category). These findings suggest that the STEM-based e-module integrated with Phyphox provides not only substantial cognitive gains but also very positive affective and behavioural responses from students.

Conclusion: These findings indicate that the STEM-based e-module integrated with Phyphox effectively enhances students’ learning outcomes and engagement, particularly on the topic of sound waves. The study strengthens the role of digital technologies and smartphone-sensor-based experiments in supporting contextual, inquiry-oriented physics learning under the Indonesian Kurikulum Merdeka and 21st-century learning frameworks. At the same time, the results should be interpreted within the specific context of one school and intact classes, and future studies with broader samples are recommended to confirm the generalizability of the findings.

Mapping the Landscape of Research on Consumer Altruism: A Bibliometric Analysis of Trends and Future Research Directions

Mahima Rai — 2025-11-29

Consumer altruism has gained prominence with the rise of ethical consumption, corporate social responsibility and sustainability-driven markets. This bibliometric analysis aims to map intellectual structure, key trends and influential works on consumer altruism using data from the Scopus database. For this purpose, a total of 608 papers were included, published between 1981 to 2024. The papers were analysed using techniques such as co-citation analysis, co-authorship analysis and keyword co-occurrence analysis using VOSviewer version 1.6.20 and Biblioshiny version 4.3.2 software. Findings reveal an uneven research trajectory, with slow and uneven publication trends up till 2019. Most of the articles are single country authored with the USA leading the publication count followed by China. The study also and highlights the most prolific authors, institutions and journals, as well as the evolution of core themes. By offering insights into the field’s development, this study serves as a foundational reference for scholars seeking to advance knowledge in this domain.

Navigating Dual Roles: The Experiences of Single-parent Teachers in Balancing Work and Family Life

Jelyn Louise P. Calamaan — 2025-11-29

This qualitative phenomenology study explores the unique experiences faced by single-parent educators in managing the demands of both their professional and personal lives. Conducted among 10 public elementary and secondary school teachers, and identified as single parents in the Division of Davao del Sur, the study sheds light on how these educators navigate their dual roles. Through in-depth interviews, three major themes emerged regarding their challenges: (1) work-related time constraints, (2) mental, emotional, and physical exhaustion, and (3) difficulties in managing limited personal and financial resources. Grounded in work–family conflict theory, the findings illustrate how overlapping role demands intensify strain and heighten vulnerability to burnout. The study also identifies key strategies the participants use to maintain balance, including effective time management, strengthened familial communication, reliance on personal support networks, and the use of digital platforms to facilitate communication and streamline instructional tasks. These strategies reflect resilience theory, emphasizing adaptive coping mechanisms that help individuals sustain productivity despite role strain. Furthermore, the study highlights essential forms of support needed by single-parent teachers: institutional support through flexible work arrangements and considerate task distribution; financial assistance programs from government and educational organizations; and empowerment initiatives that enhance professional skills, emotional well-being, and self-efficacy. Participants emphasized the importance of school-based policies aligned with the Expanded Solo Parents Welfare Act (RA 11861), underscoring how policy implementation directly affects their well-being and workplace performance. Overall, the findings illuminate the significant emotional endurance required to sustain teaching quality while fulfilling single-parent responsibilities. The study contributes to policy development by underscoring the urgency of school-level interventions, such as family-friendly policies and targeted wellness programs, to reduce work–family conflict and strengthen teacher retention. Practical implications for schools include rethinking supervisory practices, redistributing workloads, and institutionalizing support structures that enable single-parent teachers to thrive both professionally and personally.

Anticipate, Prediction & Inference: Boosting Grade 9 Reading Comprehension through the Anticipation Guide Strategy

Ma. Carlene D. Omega — 2025-12-01

Responding to the persistent challenge of reading comprehension in Philippine education, where international assessments indicate many students lack minimum proficiency, this study investigated the Anticipation Guide Strategy's effectiveness. It aimed to enhance Grade 9 students' prediction and inference skills at Paknaan National High School (2025–2026). Employing a sequential explanatory mixed-methods design and using reading comprehension test and semi-structured interview guide, it utilized quantitative pre- and post-tests and qualitative interviews involving 55 purposively selected students. Quantitative results demonstrated significant post-intervention improvements in reading comprehension. A paired sample t-test confirmed a statistically significant difference (p<0.05) between pre- and post-test scores, with notable effect sizes of 0.54 for prediction and 0.41 for inference, affirming the strategy's efficacy. Qualitative data reinforced these findings, as students described the Anticipation Guide as engaging, motivating, and valuable for activating prior knowledge and improving textual understanding. The study concluded that the Anticipation Guide Strategy fosters active reading, metacognitive reflection, and schema activation, leading to deeper comprehension. Its integration into standard reading instruction, perhaps through an Anticipation Guide-Based Reading Enhancement Program, is recommended to bolster secondary literacy. Limitations include generalizability due to its localized context and specific sample size; future research should explore long-term impact across diverse settings.

Comparative Analysis of Competency Based Assessment Implementation in Public and Private Primary Schools in Western Kenya

Isaac Situma Macheso — 2025-12-01

This study compared the implementation of Competency Based Assessments (CBA) in public and private primary schools in Western Kenya. It was conducted in Trans-Nzoia, Bungoma and Busia Counties in Kenya, employing Stafflebeam’s CIPP evaluation model. Mixed method design was used, targeting head-teachers and Grade 6 science and technology teachers from 2,421 primary schools across the three Counties. Cluster sampling was used to select the counties and stratified sampling grouped schools into two strata. Simple random sampling identified participating schools and head-teachers along with their 246 respective teachers. Data collection involved questionnaires, interview guides, and document analysis. Descriptive statistics revealed a markedly high mean (M = 56.5494, SD = 5.7473) for implementation of CBA tools and formative assessments in private schools as compared to public (M = 38.3794, SD = 5.7473). An independent t-test confirmed the difference was statistically significant (t₍₂₄₄₎₌ -24.68, p < .05), implying that teachers in private primary schools demonstrate substantially greater adoption and integration of CBA tools and formative assessments than those in public. The study recommended the government to bridge the student-teacher ratio gap to have CBC manageable classrooms. The ministry of education should also establish a robust CBC monitoring and evaluation system to ensure teachers use assessment tools and types as recommended. The study also recommended merging of assessment tools that serve similar purposes and often collect overlapping information to reduce duplication. This study contributes to a deeper understanding of implementation of CBA in the two school categories, which can inform efforts to narrow CBA implementation discrepancy.

Exploring Instructional Leadership in Bhutanese Schools: A Mixed-Methods Study from Trongsa District

Sonam Rinchen — 2025-12-01

This study examined the instructional leadership practices of school principals in Trongsa District. It provides empirical evidence to encourage schools to adopt instructional rather than traditional leadership approaches and offers research-based insights for policymakers and educational stakeholders to guide effective strategies. A mixed-method approach was employed, collecting quantitative and qualitative data from principals and teachers through purposive sampling. Survey questionnaires and interviews were used, with qualitative data analyzed thematically and quantitative data analyzed using descriptive statistics and correlation in SPSS. Findings revealed strong instructional leadership practices and positive perceptions among principals and teachers, supported by a high correlation (r = 0.931, p < 0.001). This study addresses the gap between the proven benefits of instructional leadership—such as enhanced teacher collaboration, improved morale, and better student engagement and academic performance—and the persistent challenges that hinder its effective implementation in schools. The study also addresses the critical gap in understanding the practical conditions required for sustaining successful instructional leadership practices. The challenges such as limited funding and resources for professional development, maintaining academic excellence, ensuring consistent implementation of new strategies, addressing teacher resistance, strengthening community engagement, and meeting diverse student needs hindered effective leadership practices. Therefore, relevant stakeholders should enhance professional development, ensure consistent practices, improve data use, address resistance, and support diverse needs to strengthen instructional leadership.

Teaching Competence of Day Care Workers as Strategic Input for Extension Project Planning

Delma Jean V. Abad — 2025-12-02

This study aimed to determine the perceived extent of training received, level of competence, challenges encountered, and preferred programs of Day Care Workers (DCWs) through an expert-validated survey questionnaire, and to propose an intervention to enhance their competency. A descriptive quantitative design was employed. Conducted from June 2023 to June 2024 in a municipality in Camarines Norte, Bicol Region, Philippines, the study involved female DCWs serving in 25 barangays, all officially listed by the Department of Social Welfare and Development. Each respondent managed a Barangay Hall space accommodating 10–25 children aged 3–5 years, who attended nursery classes free of charge. Funding was provided by their respective barangays or the local government unit. Respondents were selected based on inclusion criteria: being the assigned DCW in a barangay, having at least two years of service, and having attended relevant training. Findings revealed that performance in curriculum design was lowest, with a weighted mean of 1.80 (fair), indicating a significant gap. Teaching materials design (2.49) and content knowledge (2.47) were moderate concerns. Consequently, DCWs prioritized training in first aid, health and nutrition, child development, and curriculum planning as key areas for professional growth. To address these needs, the DCW-TEACH Extension Program (Day Care Workers Training for Education and Child Health) was developed, anchored on the Theory of the Ripple Effect, to enhance the quality of services provided by DCWs.

Self-awareness: Essential for Stress Coping during Hospital Emergencies among Health Personnel in Bamenda II and III

Kinge Marienoel Ngwenyi — 2025-12-02

Self-awareness is the building block upon which all elements of emotional intelligence are built. It is very essential for health personnel to gain complete understanding of their emotions and how to relate to other colleagues in order to make good decisions in the face of hospital emergencies effectively. The study sought to examine the influence of self-awareness on stress coping during hospital emergencies among health personnel. The concurrent nested mixed methods approach was used to gather, analyze and synthesize data. Participants constituted 254 health personnel from the Regional Hospital Bamenda, Nkwen District Hospital and the Presbyterian Health Complex in Bamenda II and III health districts. The purposive sampling technique under the non-probability sampling approach was used to select both hospitals and health personnel. A questionnaire was used to collect data and analyzed using descriptive (mean, standard deviation), and inferential statistics (Linear Regression analysis). Descriptive statistics were used to summarize participants’ demographic characteristics and levels of self-awareness and stress coping while inferential statistics were applied to test hypotheses and determine the relationship between self-awareness and stress coping among health personnel. Results for descriptive statistics revealed that the mean for self-awareness was 3.63, and the standard deviation was 1.1654. This is not large and thus, it was concluded that the responses were closer to the mean. Inferential results showed that, Self-awareness had a significant influence on stress coping in health personnel during hospital emergencies (R=0.481, R²=0.231, P<0.05). This implies that the acquisition of self-awareness skills among health personnel in Bamenda II and III will enable a better understanding of their thoughts, feelings, and behaviors which will in turn help them identify stress triggers and choose effective coping strategies that can help regulate emotional responses to stressful situations and increase resilience during hospital emergencies. It was therefore recommended that health personnel should be encouraged to be proactive in developing emotional intelligence skills of self-awareness and also adopt effective stress-coping strategies to manage workplace stress. If healthcare personnel set out to do so, they will likely experience better adaptation to a high-stress environment and more effective problem-solving. It was therefore concluded that self-awareness is crucial for effective stress coping during hospital emergencies.

Teachers' Perspectives on ICT Integration in Classroom Teaching and Learning: A Study of Tamil Medium Teachers in Sri Lanka

R.S.Dilakshan — 2025-12-03

This study examined Tamil language teachers' perspectives on Information and Communication Technology (ICT) integration in Sri Lankan government schools, investigating device usage patterns, teachers' competencies, and the influence of demographic factors on ICT adoption. A quantitative survey design was employed, collecting data from 125 Tamil language teachers working in government schools across Sri Lanka through a validated online questionnaire between April 2024 and January 2025. The questionnaire demonstrated moderate internal consistency (Cronbach's α = 0.78). Statistical analyses included descriptive statistics (means, standard deviations, frequencies, and percentages), independent samples t-test for gender comparisons, and one-way ANOVA for age and teaching experience comparisons. Results revealed that smartphones dominated ICT usage (92.8%), followed by laptops (61.6%) and smart boards (56.8%), while advanced interactive technologies such as interactive whiteboards (22.4%) and tablets (38.4%) remained underutilized. Teachers demonstrated high mean scores for awareness (M = 3.88) and interest (M = 3.86) in ICT integration but reported lower scores for skills (M = 3.73) and knowledge (M = 3.77), with persistent training needs (M = 3.44). Demographic analysis revealed no significant differences based on gender or teaching experience; however, age significantly influenced ICT knowledge levels (p = .037), with younger teachers demonstrating higher knowledge scores. The study recommends implementing comprehensive, age-differentiated professional development programs, establishing peer mentoring initiatives pairing digitally proficient younger teachers with experienced pedagogues, and ensuring equitable distribution of ICT resources to bridge the gap between teacher enthusiasm and effective ICT implementation in linguistically diverse educational contexts.

Effect of Interactive PowerPoint Instruction on Performance in Trigonometry among Senior Secondary School Students in Katsina State, Nigeria

Sabo, Abubakar — 2025-12-03

The integration of technology in education is crucial for effective teaching in the 21st century. This study investigated the influence of Interactive PowerPoint Instruction (IPP) on performance in Trigonometry, a topic where students consistently perform poorly. The study aimed to determine the mean performance difference between students taught Trigonometry using IPP and those taught with non-digital technology, and to examine gender-based performance differences within the IPP group. A quasi-experimental design, specifically a pretest-posttest, non-equivalent control group design, was employed. The population comprised 69,932 SS II students in Katsina State. A multistage sampling technique selected a sample of 199 students. The Trigonometry Performance Test (TPT), validated by experts, was used for data collection. The instrument demonstrated high reliability with a coefficient of 0.83 after pilot testing. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (independent samples t-test) at a 0.05 significance level. The results revealed a statistically significant difference in the mean performance scores between the two groups (t (197) = 17.81, p < .00). The IPP group achieved a higher mean score (78.23) compared to the non-digital technology group (61.67). This difference was associated with a very large effect size (Cohen's d = 2.52). A significant gender difference was also found within the IPP group, with a medium effect size (Cohen's d = 0.47), favoring male students. The study concludes that Interactive PowerPoint Instruction is a more effective strategy for teaching Trigonometry than non-digital methods, as evidenced by the substantial improvement in student performance and the very large effect size. These findings suggest substantial practical benefits for integrating IPP into mathematics instruction. It is recommended that schools adopt Interactive PowerPoint packages and that future research explores ways to optimize this method for equitable benefits across genders.

Attitude of Higher Education Students towards Counselling Services in Ghanaian Universities: The Case of University of Energy and Natural Resources, Sunyani

EVA ATIKA BAKURI DINYE — 2025-12-03

Young people unavoidably experience physiological and biochemical changes while at college. Many young people experience disillusionment, overwhelm, and inability to cope as a result of these adolescent challenges, as well as the stresses and demands of life. This study explored the attitudes of university students in responding to academic and emotional counselling services in Ghanaian universities informed by the spike in deploying counselling experts in academic institutions. This study was based on the positivist research paradigm. Using correlational research design, the researchers adopted a quantitative research approach. Simple random sampling technique, specifically, the lottery method was used to obtain a sample of 205 students who had patronized counselling services in the institution. Sampling was done in two phases: the opportunistic sampling technique and the simple random sampling technique. The researchers used closed-ended questionnaire to retrieve data from the students. Regression and chi-square were used to analyse the first and second hypotheses respectively with the aid of SPSS. The results revealed that some students seem to hold negative attitudes toward counselling services, as indicated by high mean scores (mean = 3.73, SD = 1.160). Contrarily, many students would be willing to seek help in a crisis situation, with a mean score of 2.54 (SD = 0.983). Based on the threshold value of 3.0, it was observed that, out of the 205 respondents, 92 (45%) have a positive attitude toward counselling services, while 113 (55%) have a negative attitude. The results of this study also suggest that peers play a critical role in shaping the attitudes of university students toward counselling services. It was also found that factors such as age, gender had no significant impact on students' attitudes toward counselling. The study recommends among other things that universities and their counselling centres should adopt strategies to create awareness about the benefits of counselling to students.

Effectiveness of Computer Simulations in Teaching and Learning of Evolution in Biology: Evidence from Secondary Schools in Morogoro Municipality

Karen A Mgwalu — 2025-12-04

This study investigated the effectiveness of computer simulations on students’ academic performance in the topic of evolution in the Biology subject in secondary schools in Tanzania. A quasi-experimental research study design was employed, involving two schools with a sample of 191 students that were divided into experimental and control groups. The experimental groups received instructions using computer simulations while the control groups were taught using traditional teaching methods. Pretest and posttest scores were collected and analyzed using descriptive statistics, and paired samples t-test and independent samples t-test were used to measure performance variations. The results showed a significant gain in the posttest scores for both the control and experimental groups; however, the magnitude of the t-value (t = -32) for the experimental group was higher, reflecting a much stronger effect on students’ performance compared to the control group (t = -16), the gain in the experimental group is attributed to the additional advantage of the experimental group suggests that the computer simulations provided a unique learning benefit by fostering understanding through visualization of various topic phenomena. The gain in the control group may also be attributed for by teacher explanations, practice effects, increased familiarity with the test content, the use of various classroom activities, and individual teacher creativity. The study found no significant disparity in the performances based on gender. These findings show the potential of integrating computer-assisted instruction in science education, especially in areas with limited resources. The study recommends the adoption of Computer technologies in educational contexts to foster dynamic learning.

Effectiveness of Group-based Activities in Enhancing Grade-10 Students’ Comprehension and Engagement in Learning Chemical Digestion in Biology

Ugyen Thinley — 2025-12-05

This action research investigated the effectiveness of group-based activities in enhancing students' comprehension and engagement while learning chemical digestion in grade 10 Biology in Bhutan. This study employed a convergent (parallel) mixed-method research design. The intervention was carried out for four weeks. A quantitative methodology was administered through a pre-test and post-test and a student perception survey (N = 52), and qualitative data were collected via structured interviews. The findings from the quantitative methodology include a significantly positive outcome in the scores obtained after the intervention (mean difference = 1.63, P < .001, d ≈ 0.63), and from the survey, a remarkably positive outcome in comprehension (mean = 3.66) and engagement (mean = 3.69) was obtained. The qualitative findings highlighted that peer-tutoring, group discussion, and activities such as role-playing helped the participants to improve their understanding and made learning more enjoyable. However, difficulties that arise include social loafers, coordination problems, and interpersonal conflict. The study finds that using group learning activities is extremely beneficial for both achievement and engagement outcomes, provided that there is a structure that will enable accountability and collaboration.

Alignment of Communicative Language Teaching Approach with Teaching Activities in Zanzibar EFL Secondary School Classrooms: Theory Versus Practice

Yusra Ali Pandu — 2025-12-05

English is essential for academic success in Zanzibar’s secondary schools; however, the introduction of Communicative Language Teaching (CLT) in English classrooms has not yet improved students' communication skills due to limited proficiency. This study examined the implementation of CLT in secondary school English classrooms in Zanzibar, focusing on the alignment between CLT principles and actual classroom practice. Using a qualitative ethnographic design, 18 respondents obtained through purposive sampling were invited to participate in the study. Data were collected through classroom observations, interviews, and focus group discussions in two government schools. Findings revealed that while teachers frequently used pair and group work, key communicative activities such as debates, role-plays, and jigsaw tasks were largely absent. Limited use of authentic materials and the dominance of teacher-centred approaches further hindered the development of communicative competence. Although curriculum expectations promoted learner-centred and interactive pedagogy, classroom practices remained largely traditional. The study concludes that gaps between CLT theory and classroom reality persist due to insufficient training, limited resources, and teachers’ avoidance of communicatively demanding tasks. It recommends professional development, adequate instructional materials, and supportive supervision to enhance the implementation.

Assessment of Foundational Literacy and Numeracy Skills among Students in Cuttack District, Odisha, India

Tejaswini Priyadarshini Sethy — 2025-12-05

Aims: The present study addresses a critical educational priority in India by assessing the current status of Foundational Literacy and Numeracy (FLN) among Grade III students, an area central to achieving the goals of NEP 2020 and NIPUN Bharat. The study provides both quantitative and qualitative evidence from Odisha, a region where limited empirical FLN research exists. The mixed-method approach strengthens understanding by combining student-level performance data with teacher-reported classroom challenges. The findings are significant for policymakers, teacher educators, curriculum designers, and researchers working to strengthen early-grade learning outcomes in India.

Design: The present study followed a mixed-method approach.

Methodology: Data were collected from 104 Grade III students and 15 FLN teachers of the Cuttack district of the state government schools of Odisha. Quantitative data were analysed using mean, SD, t-test, and percentage, and for the qualitative data, thematic analysis was used.

Findings: Findings revealed a tripartite distribution of student achievement: 23% were high achievers, 50% were at an intermediate level, and 27% were low achievers in foundational skills. Major challenges identified through qualitative analysis included insufficient infrastructure, a critical shortage of teachers, and low parental literacy.

Recommendation: The study recommends promoting students' participation in the classroom and making use of contextualised and competency-based strategies.

Emotional Intelligence and Academic Performance: The Mediating Role of Academic Engagement

Fahmida Akter — 2025-12-05

This study aims to investigate the impact of emotional intelligence (EI) on academic performance (AP) through the mediation effect of academic engagement (AE). The research was conducted as a pilot study of the researchers’ main project among students in the Bangladeshi higher educational institutions. The pilot data were collected from 62 Master’s level students selected from the Faculty of Business Studies and Faculty of Science of Mawlana Bhashani Science and Technology University. A self-administered questionnaire was used for gathering data, and SPSS 25 and SmartPLS 4.0 software were employed to analyze the data. To test the hypothesized relationships, the study employed Partial Least Squares Structural Equation Model (PLS-SEM) approach. The results revealed that EI does not have a direct effect on AP (β=0.062); however, it exerts an indirect influence through AE (β=0.176), indicating a full mediation effect of AE. The variance (R²) of EI and AE on AP is 33.5%. Furthermore, the findings confirmed that EI significantly influences AE (β=0.316) with a variance (R²) of 10%, and AE significantly predicts AP (β=0.556). The implications of these findings suggest that enhancing students’ EI and AE can meaningfully improve their academic outcomes. The study contributes to the growing body of literature on EI, AE, and AP. Although the results may not be fully generalizable due to the pilot nature and limited sample size, they provide valuable insights and directions for future research in the context of Bangladeshi higher education.

Technical Employment Preparedness of Grade 12 ICT Students Specializing in Computer Systems Servicing

Leo Santiago III Arrabaca — 2025-12-05

This study aimed to examine the job readiness of Grade 12 Information and Communications Technology (ICT) students specializing in Computer Systems Servicing (CSS) under the K to 12 Curriculum. It focused on four core skills: installing and configuring systems, setting up networks, setting up servers, and maintaining or repairing systems and networks. The research, conducted in a public Senior High School in Cagayan de Oro City, Philippines, during School Year 2024–2025, used a descriptive-quantitative design with 50 purposively selected students.

Data were gathered through surveys and performance ratings based on the Technical Education and Skills Development Authority’s National Certificate II standards. Reliability testing yielded a coefficient of 0.703, confirming acceptable consistency. Results indicated that students performed well in hardware installation and network setup, while server setup posed a greater challenge. Self-assessments revealed that most students felt “Prepared” across all skill areas, with mean scores ranging from 2.87 to 3.17. However, gaps were identified in advanced troubleshooting, documentation, and the handling of unexpected issues.

Based on these findings, the study concludes that Grade 12 ICT-CSS students are generally ready for technical employment. Still, additional hands-on practice, peer mentoring, and stronger industry linkages are recommended to further enhance overall preparedness. This research underscores the importance of targeted, competency-based training in senior high school programs to effectively bridge the gap between academic instruction and the demands of the ICT industry.

Practicality and Effectiveness of E-Modules Based on Conservation Projects Salacca sumatrana

Fitri Agustina Lubis — 2025-12-05

Background: Endemic species such as Salacca sumatrana or Sidimpuan snake fruit faces serious threats due to land conversion and the lack of awareness of the younger generation regarding its conservation value, creating an urgency for the integration of education and conservation. In many Indonesian schools, science learning remains dominated by memorization and generic examples, so students rarely engage with authentic local biodiversity issues or conservation projects. This research aims to develop and test the feasibility of an E Module based on conservation projects that focuses on local potential, namely Salacca sumatrana (Salak Sidimpuan), to enhance the creativity of high school students. The research background is based on observations in four high schools in South Tapanuli that showed low student creativity in solving local conservation problems, as well as limited contextual and interactive teaching materials.

Methods: The study employed a Research and Development (R&D) design using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) combined with a quasi-experimental approach involving four public high schools in South Tapanuli (N = 70 students) organized into control and experimental classes. Validity testing involved expert review by media, material, and language specialists, while practicality was examined through teacher and student responses in small- and large-scale trials. Effectiveness was evaluated using pretest–posttest measures of student creativity, analyzed with N-gain scores based on validated test items.

Results: The needs analysis showed that 86% of teachers indicated the need for an e-module based on local potential. Practicality testing produced an overall average score of 3.46 in the feasible category, with five of seven aspects—visual appearance, content quality, usability, readability, and assessment instruments—falling into the very feasible category. Student user trials on both small and large scales reinforced these findings, with feasibility percentages ranging from 82.20% to 92.69% in the very feasible category. Effectiveness tests showed creativity scores in the control class of 72.20% (small scale) and 72.40% (large scale), while the experimental class achieved 72.35% (small scale) and 86.40% (large scale). These findings indicate not only positive user perceptions of the module but also a substantial improvement in creativity when the conservation project–based e-module is fully implemented in the experimental class.

Conclusion: These results indicate that the developed conservation project–based Salacca sumatrana e-module is practical, highly feasible for classroom use, and has strong potential to improve students’ creativity. The module also strengthens students’ ecological literacy and local conservation awareness by positioning Salacca sumatrana as an authentic context for scientific inquiry and problem solving. Further studies are recommended to examine its effectiveness using broader experimental designs and to refine linguistic aspects and variations in creativity-oriented learning activities. In addition, future research may explore integration with other digital features (e.g. virtual field trips or augmented reality) and the development of teacher professional development programs to scale up the use of conservation-based e-modules in diverse school settings.

Mental Health Literacy and Help-Seeking Barriers among Low-Wage Filipino Migrant Workers in the United Arab Emirates

Jamal Magantor — 2025-12-06

Background: The interplay between community-based mental health literacy (MHL) and the specific barriers faced by low-wage Filipino workers within the unique socio-cultural context of the UAE is underexplored. The United Arab Emirates (UAE), as a major economic hub in the Gulf Cooperation Council (GCC) region, hosts one of the largest expatriate populations globally, with Filipino nationals constituting a significant portion.

Purpose: This study aimed to investigate the relationship between mental health literacy (MHL) and perceived barriers to seeking psychological help among low-wage Filipino migrant workers in the United Arab Emirates (UAE). It sought to provide a nuanced understanding of the cultural, social, and structural factors influencing their help-seeking behaviours.

Methods: A concurrent triangulated mixed-methods design was employed. Quantitative data were collected via a survey administered to 200 participants, measuring demographics, MHL, and help-seeking barriers. Simultaneously, qualitative data were gathered through four focus group discussions with 28 participants to explore lived experiences. Quantitative data were analysed using descriptive statistics, Pearson correlation, and multiple regression, while qualitative data were analysed using thematic analysis.

Results: Quantitative analysis revealed a significant, strong negative correlation between MHL scores and perceived help-seeking barriers (r(198) = -.62, p < .001). Stigma and financial constraints were the most highly rated barriers. Thematic analysis of focus group data yielded three primary themes: (1) 'Bawal Magkasakit': The Unaffordability of Being Unwell, highlighting economic precarity as a primary deterrent; (2) The Double-Edged Sword of Community, which explores the dual role of the community as both a source of support and stigma; and (3) Faith as a First and Final Resort, indicating a strong reliance on spiritual coping mechanisms over formal mental health services. A joint display of the data demonstrated strong convergence between the quantitative and qualitative findings.

Conclusion: The findings underscore that enhancing mental health support for low-wage Filipino workers in the UAE requires a multi-level approach. Interventions must move beyond simple psychoeducation to address deep-seated cultural norms, pervasive stigma, and formidable economic barriers. Culturally-attuned, community-based models that integrate spiritual support and address financial accessibility are crucial for fostering a supportive environment where seeking help is viewed as a sign of strength, not a liability.

Problems and Reflections: An Investigation on College Students' Innovation Ability

Decheng Zhang — 2025-12-06

As the backbone of the future society, the cultivation and improvement of College Students' innovation ability is very important for the sustainable development of the country. There are 524 valid questionnaires were collected with reference reliability of 0.97. The content of the questionnaire involves innovation awareness, innovation knowledge, innovation skills, innovation practice, innovation environment and so on. The results of the survey were compared with the samples of science and engineering. The results show that college students have high innovation awareness but low innovation action, low attention to scientific and technological trends and the market, insufficient innovation knowledge and interdisciplinary knowledge, low mastery of innovation skills, and lack of motivation for innovation practice. The chi square test method is used to test the differences between the typical problems of all samples and science and engineering samples. The results show that there are significant differences in the attention of the latest scientific and technological trends and innovation trends. It also puts forward some thoughts on the cultivation of College Students' innovative ability, including establishing the correct concept of innovative education, creating a good atmosphere for innovative education, improving teachers' innovative guidance ability, constructing interdisciplinary innovative practice space, and improving the system to stimulate students' innovative power etc.

Narratives of Hope: Meaning-making and Resilience among Filipino Migrant Workers Recovering from Depression

Jamal Magantor — 2025-12-06

Background: Mental illness is the third most common disability in the Philippines. Millions of Overseas Filipino Workers constitute a significant portion of the global workforce, with their remittances forming a crucial pillar of the Philippine economy. Recent studies highlight the heightened vulnerability of migrant workers to mental health challenges, including depression, anxiety, and severe psychological distress.

Purpose: This study explores how Filipino migrant workers (FMWs) in the United Arab Emirates (UAE) who are recovering from depression construct narratives of hope, engage in meaning-making, and cultivate resilience.

Methods: A narrative-phenomenological qualitative inquiry was employed. In-depth, semi-structured interviews were conducted with 20 FMWs in the UAE who self-identified as being in recovery from a depressive episode. Data were analysed using a combination of thematic and narrative analysis.

Findings: The analysis revealed six core themes that constitute the recovery journey: (1) The Descent: Narrating the 'Shattering of Self'; (2) 'Pakikipagkapwa' Reimagined: Forging Lifelines in a Foreign Land; (3) Faith as an Anchor: Divine Narratives and Spiritual Re-framing; (4) The 'Bayani' (Hero) Identity: Re-authoring Sacrifice into Purpose; (5) Finding Agency in Adversity: Small Wins and Future-Oriented Stories; and (6) The Emergent Self: Integrating Scars into a Narrative of Hope. These themes illustrate a dynamic process of transforming suffering into strength.

Conclusion: The findings suggest that recovery from depression for FMWs is an active process of narrative reconstruction. By weaving together cultural scripts, social support, and spiritual beliefs, they re-author their experiences to find new meaning and build profound resilience. These study findings offer critical insights for developing culturally-attuned mental health interventions for migrant populations and informing policy frameworks aimed at enhancing psychosocial support for overseas workers. This study highlights the importance of social connection, suggesting that policies and corporate practices should facilitate, rather than hinder, community-building activities.

Equity Barriers in Identifying Gifted Multilingual Learners: Evidence from Tamale Metropolis, Ghana

Cecilia Alimatu Issaka — 2025-12-06

This study examines the equity barriers affecting the identification and support of gifted multilingual learners in the Tamale Metropolis, Ghana. Despite the presence of diverse linguistic abilities, multilingual learners frequently face systemic disadvantages arising from the dominance of English as the sole medium of instruction, narrowly defined criteria for giftedness, and the absence of structured support systems in schools. Employing a qualitative case study design, data were gathered from 30 participants including teachers, headteachers, students, parents, and Ghana Education Service officials using semi-structured interviews and focus group discussions. Thematic analysis revealed that learners who demonstrated advanced creativity, problem-solving skills, leadership potential, and strong oral competencies were often overlooked because giftedness was equated primarily with English proficiency and high test performance. Weak implementation of mother-tongue education policies, limited teacher preparation in culturally responsive identification, and persistent misconceptions about multilingualism further compounded these inequities. The study recommends strengthened teacher training, diversified identification procedures, school-based enrichment initiatives, and policy reforms that explicitly value linguistic diversity. Recognising multilingualism as a cognitive and cultural resource is essential for promoting equity and unlocking the full potential of gifted learners in Ghana’s basic schools.

Assessing the Internal Efficiency of Catholic State-Approved Primary Schools in Goma

Bertrand BAHANI MASOMO — 2025-12-08

According to Article 43 of this constitution, primary education is compulsory and free in public institutions. The state should emphasise that free education is thus one of the factors of access to education for children and young people, one of the elements likely to ensure equality of opportunity, one of the components of the right to education. It is therefore a driving force for progress and constitutes, for the country, a social and political issue. Throughout this study, we have sought to answer the general question: Are the Catholic primary schools in Goma effective? The study aims to assess the internal efficiency of catholic state-approved primary schools in Goma.

In this study, we have referred to the documentary technique for collecting data and the Labrousse and Perrot technique for data processing and some indicators of the resources devoted to the system. These schoolchildren are grouped into 42 schools that they attended them during the period from 2015 to 2021. Analysis of the data shows that the Input/Output ratio is 1.46, above 1, and the efficiency coefficient is. 68 gold. 68% below 100 plus a non-monetary cost surplus of. 46. The observed efficiency coefficient and the Input/Output ratio show that the education system is weak in these schools, where each student enrolled has only a 68% chance of being certified without repeating and a 32% chance of repeating or dropping out. In conclusion, we find that Catholic primary schools are ineffective. Ultimately, improving the internal efficiency of Goma's Catholic primary schools requires a better allocation of material and human resources, but also a reform of pedagogical and administrative practices likely to guarantee each pupil a better chance of success.

Bridging Skill Gaps: An Exploration of IT Graduate Readiness for Industry Demand in Central Province in Sri Lanka

SBDC Ratnayake — 2025-12-08

Information technology is one of the most emerging industry and demands keeps on increasing. This study investigates the factors influencing IT graduates’ capacity to satisfy industry demands. However, a number of concerns have arisen in the industry regarding the preparedness of IT graduates. The study used a qualitative method, particularly semi-structured interviews with nine recent graduates and an interpretivist research philosophy to investigate gaps. Using semi-structured interviews with nine graduates, the study explores several themes. According to the findings, IT curricula frequently fall short with industry needs, with a notable gap in hands-on training and exposure to modern technologies such as cloud computing. The findings about IT curriculums falling short of industry needs highlighted main themes, including gaps in curriculum, lack of practical exposure and the need for industry collaboration. This study concludes with recommendations for curriculum reforms, greater industry-academic collaboration and better access to professional development programmes. The study's additional implications indicate that in order to create long-lasting workforce development initiatives, policymakers must promote cooperation between academia and industry.

Improving Undergraduate English Writing through Metacognitive Strategy-based Instruction: Implications for Self-regulated Learning

Ziyi Peng — 2025-12-11

This study, grounded in Flavell's theory of metacognition, examines the impact of systematic metacognitive strategy training on the self-regulated learning ability and writing quality of non-English major undergraduates through a ten-week teaching experiment. Sixty students were randomly assigned to an experimental group, which received training in pre-writing planning, in-process monitoring, and post-writing reflection strategies, and a control group that followed traditional writing instruction. Pre- and post-test questionnaires and writing assessments based on CET-6 criteria revealed that the experimental group showed significant improvement in self-regulation across planning, monitoring, and evaluation dimensions, along with enhanced writing quality in terms of content depth, structural coherence, and linguistic accuracy. The findings suggest that metacognitive strategy training effectively promotes a shift from passive learning to autonomous and reflective writing, offering empirical support for addressing common teaching challenges such as the inability to apply learned knowledge or revise effectively, thereby embodying the practical value of "teaching a man to fish" in writing pedagogy.

Attitude towards Research among Research Scholars of Science and Arts Stream: Special Reference to Gender

Jutismita Kalita — 2025-12-11

The present study aims to assess the levels of Research Scholars’ Attitude towards Research. Further, it aims to examine the significance difference if any regarding the Attitude towards Research between the Science and Arts stream Research Scholars with respect to gender. Descriptive survey method was used in this study. The sample of this study consists of 215 Research Scholars from Science and Arts stream who are pursuing doctoral program in North-Eastern Hill University, Shillong. Data were collected with a standardized scale called Attitude Scale towards Research. The scale consists of 42 items in four dimensions namely, General aspects of research and research process, Usefulness of research in professional career, Relevance of research in personal-social life, Difficulties in research and research anxiety. Data were analysed by applying mean, standard deviation, and t- ratio with the help of spss-26 software. The results of this study indicated that over half of research scholars had an unfavourable to extremely unfavourable attitude towards research. Further, the findings of this study showed no significant gender-based difference in the attitude of Science Research Scholars and Arts Research Scholars towards research. Similarly, no significant difference was found between Arts and Science Research Scholars’ Attitude towards Research. The results of this study are anticipated to offer valuable information for supervisors, universities and policymakers for developing specific research training, enhancing academic support systems, and strengthening the overall research culture.

Theoretical Conceptual Framework Model of Service Innovation in Improving Academic Quality at Gorontalo Private Universities

I Kadek Satria Arsana — 2025-12-11

Aims: Digital transformation in higher education requires service innovations that can respond to academic quality challenges in a sustainable manner. However, in the context of private universities, the adoption of innovations is often not optimal due to technical, structural, and cultural constraints. This study aims to develop a theoretical conceptual framework model of service innovation to improve academic quality at private universities in Gorontalo.

Methodology: This study employed a purely qualitative exploratory approach through in-depth interviews, direct observations, and document analysis. The observations were carried out starting in March 2025, while the in-depth interviews were conducted from June to August 2025 in three private universities in Gorontalo. This approach was used to reconstruct the conceptual model of service innovation governance in improving academic quality. The results showed that academic service innovations, such as the implementation of an integrated academic information system, learning management system (LMS), blended learning, and project-based learning, were proven to improve service efficiency, data transparency, and academic accountability.

Results: The main finding of this study is the development of a conceptual framework that integrates Rogers' Diffusion of Innovation theory with extrinsic factors, namely policy pressure, infrastructure availability, institutional ecosystem readiness, and human resource readiness. In addition, this study introduces the principles of sustainable innovation governance (commitment, consistency, communication, coordination, collaboration, cooperation, and creativity) as moderating elements that determine the success of innovation in improving academic quality.

Conclusion: Theoretically, this study expands the scope of innovation adoption theory by emphasising the importance of sustainable governance, while in practice, the developed model can serve as a strategic reference for private universities in designing and implementing adaptive and long-term impactful service innovation policies. This study will benefit private universities in improving academic quality through sustainable service innovation.

Perceived Benefits as Predictors of Academic Integrity and Examination Malpractices in Garissa County Secondary Schools

Abdirahman Ismail Abdi — 2025-12-12

Academic integrity refers to the ethical conduct and fairness in the process of administering and evaluating examinations, it is a commitment to fundamental moral values such as honesty, trust, fairness, decency, respect and responsibility. This research investigated the how perceived benefits becomes a predictor of Academic Integrity and Examination Malpractices in Secondary Schools in Garissa Township Sub- County. The study adopted descriptive survey research design, quantitative and qualitative approaches was used to collect data. The target population focused on Principals, teachers and student leaders from various schools. There were 38 secondary schools with 38 principals and an average of 25 teachers and 200 students in every school totaling to 950 teachers and 7,600 students respectively. Respondents were sampled using stratified random sampling. There was a sample of 11 schools out of 38,11 Principals were selected using census, 55 teachers and 77 students’ representatives were also selected using simple random sampling. Data from teachers and students’ representatives was collected using questionnaires while that from principals was collected using interviews. Descriptive statistics and Pearson r were used to analyze collected data quantitatively while that from interviews was analyzed verbatim. Research findings indicated that perceived benefits were moderately correlated with the level of academic integrity and examination malpractices (r=0.329, p<0.05). The findings of this study will contribute to the existing body of knowledge on academic integrity and examination malpractices and unearth what contributes to cheating in examinations in secondary schools in Garissa Township Sub County, Kenya.

Teaching Morale among Public Primary School Teachers in Tanzania: An Interplay of Job Satisfaction, Commitment and Emotional Well-being

Venant Fundi — 2025-12-13

This study assessed the status of teaching morale among teachers in public primary schools in Tanzania. It specifically examined how job satisfaction, professional commitment, and emotional well-being interact to shape teaching morale among public primary school teachers in Tanzania. The study was grounded on Self-Determination Theory (SDT) by Deci and Ryan (1985) and employed a convergent mixed design within the framework of a mixed methods approach in Ilemela and Misungwi District councils in Mwanza region, Tanzania. Questionnaire, interview and documentary review were employed for data collection from 352 respondents. The quantitative data were analysed descriptively in terms of mean, standard deviation and skewness, while the qualitative data were analysed through content analysis. The study revealed that, job satisfaction, emotional well-being and their professional commitment interact to shape teaching morale among public primary school teachers as been high.

The study further revealed that low salary, heavy teaching load and poor working environment compromise full realization of teaching morale. It was therefore concluded that, teaching morale among public primary school teachers is high. Moreover, it was also concluded that, low salary, heavy teaching load, poor working conditions undermine teachers’ efforts to fully assume their roles and thus compromising their teaching morale. In response to the study findings, it is recommended that, the government should review teachers’ salaries, employ more teachers as a strategic mechanism to reduce the current teaching load and provide adequate teaching resources to heighten teaching morale.

Adoption of Artificial Intelligence among Pre-Service Teachers of Administration Program in Indonesia: Confirmatory Composite Analysis

Choirul Anam — 2025-12-13

Aims: This study examined the determinants of the Adoption of Artificial Intelligence (ATAI) among pre-service teachers of administration programs in Indonesia by validating the effects of Technological Readiness (TR), Digital Literacy (DL), and Institutional Support (IS) through Confirmatory Composite Analysis within the Partial Least Squares Structural Equation Modeling (PLS-SEM) framework.

Methodology: A quantitative survey-based design applying PLS-SEM was employed to identify and validate both reflective and composite constructs of AI adoption. The research was conducted across teacher education institutions in Indonesia from January to June 2025. A total of 103 pre-service teachers enrolled in administration programs across Indonesian teacher education institutions participated in this study. Data were collected through a five-point Likert questionnaire measuring TR, DL, IS, and ATAI. Analyses were performed using SmartPLS 4 with the two-stage embedded and repeated indicators approaches. Measurement validity and reliability were confirmed via outer loadings, Average Variance Extracted (AVE), Composite Reliability (CR), and HTMT ratio. Structural relationships were tested using bootstrapping (5,000 resamples) with path coefficients, effect sizes (f²), R², and Q² statistics.

Results: DL strongly affected ATAI (β = 0.565; P = 0.000; f² = 0.401), while IS had a smaller but significant effect (β = 0.211; P = 0.014; f² = 0.056). TR showed no direct effect (β = –0.106; P = 0.137; f² = 0.021) but influenced DL (β = –0.227; P = 0.002; f² = 0.092). IS was the strongest predictor of DL (β = 0.630; P = 0.000; f² = 0.680). The model demonstrated moderate predictive accuracy, with substantial explained variance for ATAI and DL.

Conclusion: DL and IS are the principal predictors of AI adoption among pre-service teacher of administration program, while TR operates indirectly through DL. Strengthening digital literacy and institutional support is essential to promote sustainable AI integration in teacher education.

Online Learning and Educational Outcomes in Zambia: Perspectives from Selected Learning Institutions

Chanda Chansa Thelma — 2025-12-15

Online learning in Zambia has emerged as both a critical stopgap and a potential long‑term lever for improving educational outcomes, especially after COVID‑19 forced rapid shifts away from face‑to‑face instruction. Studies from Lusaka’s higher‑education and school settings report that institutions and learners adopted platforms such as Google Classroom and Moodle at scale, enabling continuity of teaching and learning when classrooms were closed, yet exposing persistent gaps in infrastructure, connectivity, and power supply that limit effectiveness and equity. This study adopted a mixed-methods research design, which combined both quantitative and qualitative approaches to obtain a comprehensive understanding of how online learning enhanced educational outcomes in Zambia. The study was conducted in 6 institutions; 3 universities and 3 secondary schools. The population consisted of faculty deans, lecturers, students, head teachers, teachers, and pupils with a sample size of 201. The data collection process involved distributing the questionnaires to students and pupils while Semi-structured interview guides were conducted on deans, lecturers, head teachers and teachers. Quantitative data were analyzed using descriptive statistics whereas qualitative data from interviews were analyzed using thematic analysis. Evidence from urban schools indicated that e‑learning could positively change how lessons were conducted and improve pupils’ comprehension, underscoring its potential value for teaching and learning. However, research in higher‑education settings revealed that many lecturers and students were largely neutral about the convenience of the e‑learning platform, signaling limited perceived usefulness in practice. Additionally, another major finding was that access costs and related infrastructure challenges remained significant hurdles, including costly internet access and equipment shortages, which constrained broader adoption and effective use of online systems. A practical recommendation flowing from these insights was to strengthen preparedness through targeted investments in ICT infrastructure, widespread teacher training, and continuous professional development.

Socio-Economic and Health Impacts of Domestic Accidents in Batiaghata, Khulna, Bangladesh

Rashidul Islam Dip — 2025-12-15

Background: Domestic accidents are a neglected public health issue that can cause considerable physical, psychological and socio-economic burdens on affected individuals and families. Objectives: The objective of this study is to assess the socio-economic and health impacts of domestic accidents among the residents of Batiaghata Upazila, Khulna City of Bangladesh. Methodology: This descriptive study was conducted among 440 residents of rural community in Batiaghata Upazila, Khulna, Bangladesh. Data were collected through face-to-face interviews using a pre-tested semi-structured questionnaire and analysed using descriptive and cross-tabulation methods.

Results: Among the respondents, 355 (80.7%) reported exposure to domestic accidents. Females (84.3%) experienced a higher rate of domestic accidents compared to males (75.1%), indicating a statistically significant association between sex and accident exposure (χ² = 4.26, p < 0.05). Age was also found to be significantly related (χ² = 16.87, p < 0.01), with the highest occurrence among the 21–49 years age group (88.4%), followed by those aged 50 years and above (73.3%). A strong association was observed between socio-economic status and accident exposure (χ² = 72.94, p < 0.001), where families with lower income (< BDT 20,000) reported the highest rate of accidents (95.0%). Housekeepers (46.2%) were the most affected occupational group, followed by students (18.6%) and businessmen (11.8%); however, the relationship between occupation and the consequences of domestic accidents was not statistically significant (χ² = 14.85, p > 0.05). The severity of the consequences could not differ significantly across occupational categories. In terms of health outcomes, minor injuries were the most common (41.4%), followed by severe injuries with work loss of ≤1 week (20.7%) and >1 week (16.4%). Regarding treatment patterns, first aid was the most common response (55.7%), while 17.7% received medical treatment and 14.1% did not receive treatment. The relationship between injury severity and type of treatment was statistically significant (χ² = 39.82, p < 0.001).

Conclusions: The study concluded that domestic accidents were common and closely linked with gender, income and occupation. Community awareness and home safety interventions are crucial in mitigating these preventable accidents.

Beyond the Blueprint: A Multiple Case Study on Bridging the Gap between the Intended and Lived Realities of Physical Education under the MATATAG Curriculum

Vinn Marco S. Miguel — 2025-12-16

Aims: This study addresses the need to understand how the newly implemented MATATAG Curriculum unfolds in real classroom settings, particularly in Physical Education, where gaps persist between intended curriculum goals and lived teaching realities. With little research examining PE in the foundational years especially after its integration into the MAKABANSA subject, this investigation sought to identify the challenges teachers encounter, the contextual factors shaping their instructional decisions, and the strategies they employ to meaningfully deliver physical activity experiences for young learners. Specifically, the study explored the lived experiences of Grades 1–2 teachers implementing the MATATAG Physical Education curriculum, identified the challenges they faced in practice, and described the contextual factors and adaptive strategies influencing curriculum enactment across varied school environments.

Study Design: A qualitative multiple case study design was used to investigate how five Grades 1–2 teachers implemented the MATATAG Physical Education curriculum. Each teacher represented a distinct school context, enabling the identification of shared challenges, contextual influences, and adaptive strategies across cases.

Place and Duration of the Study: The study was conducted in five elementary schools; two private (sectarian and non-sectarian) and three public (small, medium, and large) in Malita, Davao Occidental, Philippines. Data collection through interviews and observations occurred from July to November 2025.

Methodology: Data were collected through semi-structured interviews and classroom observations with purposively selected teachers implementing the MATATAG PE curriculum. All interviews were recorded, transcribed, and analyzed using Creswell’s iterative coding and cross-case comparison procedures. Credibility was ensured through triangulation, member checking, and reflexive documentation. Ethical clearance was secured, and all participants provided informed consent.

Conclusion: Findings showed recurring challenges, including limited facilities, insufficient equipment, restricted instructional time, and inadequate training. Contextual factors such as school size, leadership support, and resource availability influenced implementation quality. Despite teachers’ creativity and collaboration, significant gaps remained between curriculum intentions and classroom realities.

Postgraduate Students’ Perceptions of Digital Learning During the COVID-19 Pandemic: A Study at Rani Channamma University, India

Sachindra G R — 2025-12-16

This study examines postgraduate students’ perceptions of online learning during the COVID-19 pandemic, with specific focus on geographical flexibility, course continuity, and connectivity-related challenges. Using a structured dichotomous questionnaire, data were collected from 75 students in the Commerce and Education disciplines at Rani Channamma University. Chi-square and Fisher’s Exact Tests were employed to analyse associations between demographic variables—gender, subject of study, and place of residence—and students’ perceptions of online learning. The results indicate no statistically significant relationship between any demographic factor and students’ views on geographical accessibility, continuity of academic activities, or network barriers. Male and female students, rural and urban learners, and students across disciplines expressed largely similar perceptions of the advantages and limitations of online education. The findings suggest that the online learning environment during the pandemic created a largely uniform experience across demographic groups. The study underscores the need to strengthen digital infrastructure, improve connectivity, and enhance institutional support systems to ensure equitable and effective online learning in future academic emergencies.

Audio-Video Resources in Postgraduate Distance Education: Evaluating Student Engagement, Learning Outcomes and Perceptions at The Open University of Sri Lanka

H.D.C Priyadharshani — 2025-12-16

Background and Aim: Audio-video (AV) materials are integral to distance education, but evidence of their effectiveness in postgraduate Open and Distance Learning (ODL) contexts, particularly in developing countries, is scarce. This study evaluated the effectiveness of AV resources in enhancing student engagement, learning outcomes, and perceptions among postgraduate students at The Open University of Sri Lanka.

Methodology: A quantitative, cross-sectional survey design was employed. Data were collected via a structured questionnaire from 391 Postgraduate Diploma in Education students at the Colombo Regional Centre. The instrument, based on established theoretical frameworks, assessed engagement, perceived learning outcomes, and usefulness. Data analysis used descriptive statistics using SPSS.

Results: Mean scores across constructs (3.613–3.752 on a 5-point scale) indicated moderately positive perceptions. Engagement and perceived usefulness were highest, with strong agreement on attention capture and bridging theory to practice. Perceived impact on direct learning outcomes like exam performance was lower, with significant neutral responses, suggesting uncertainty about effect of AV on measurable achievement.

Conclusion: AV materials significantly enhance engagement and are perceived as useful. However, their moderate perceived impact on learning outcomes indicates a need for better pedagogical and assessment alignment. Recommendations include aligning AV content with assessments, improving instructional design, enhancing technological support, and providing multilingual options.

Originality: This study provides novel, context-specific evidence from a postgraduate ODL environment in a developing country, addressing a gap in research focused on undergraduate or developed country contexts. It offers a comprehensive assessment to inform multimedia design in similar institutions.

Competencies of Primary Teachers in Inclusive Education: A Study of Bachelor of Education (Honours) Students at the Open University of Sri Lanka

W.A.W.G.P.N.Weerasinghe — 2025-12-17

This study aimed to investigate the competencies of primary classroom teachers enrolled in the Bachelor of Education (Honours) in Primary Education programme at the Open University of Sri Lanka in relation to inclusive education. It followed a quantitative approach and utilized a survey design. A total of 852 students were selected as the sample using a systematic random sampling technique. A questionnaire was used to collect data from this large group of participants. Descriptive statistical techniques were used to analyze the data, and SPSS software was used to generate numerical outputs, tables, figures, and percentages for interpretation. The study revealed that most teachers involved demonstrated an average level of knowledge and skills related to inclusive education practices for students with special educational needs in their schools. A majority of teachers (71.9%) displayed positive attitudes toward the practice of inclusive education for students with special educational needs, indicating predominantly positive attitudes among participants and suggesting that they may be more willing to strengthen their knowledge and skills as well as more ready to engage in effective inclusive education practices. Most participants indicated that they use a variety of teaching and learning strategies to promote inclusive education practices in their classrooms, even though they experience challenges in implementing these practices in their classrooms. The study recommended that the curriculum should incorporate specific theory-based courses on disability, special educational needs, and inclusive education. In addition, it proposed including skill-development courses such as teaching practicum in inclusive classrooms, assessment of students with disabilities, working with multi-disciplinary teams, sign language, and Braille literacy.

A Correlational Study on Communicative Teaching Methods and Students' Oral Performance in Portuguese Language Classes in Timor-Leste Schools

Graciana Auxiliadora Ximenes da Costa — 2025-12-18

A communication teaching method in the Portuguese language class is vital for improving students' oral performance in Timor-Leste schools. This research aimed to understand the relationship between communicative methods and students' oral performance in Portuguese through interactive activities such as dialogue, debate, and other communicative tasks. This study used a quantitative research methodology with a correlational design. The collection of data was conducted using a questionnaire, and these data were analysed using the correlational analysis method. The population of this study consists of 490 students from 7th to 9th grade. Based on the random sampling technique used, Yusuf's formula, which was taking 170 students representing the Portuguese school and the junior High school of Tirilolo, Baucau. The results show that the communicative teaching methods that Portuguese teachers used in the class have a strong correlation with the students' oral performance. Therefore, the results of Pearson's correlation analysis showed a sufficient relationship (r = 0.593; p < 0.05) between teachers’ communicative teaching methods and students' oral performance. The hypothesis confirms that the communicative method has a sufficient level of relationship with students' oral performance in the Portuguese language learning process. This research contributes significantly to improving the quality of communicative methods and increasing confidence for the development of learning and the use of the Portuguese language in learning processes.

Factors Affecting Student Participation in Interactive Learning: A Study of Bachelor of Education (Hons.) in Primary Education Programme in The Open University of Sri Lanka

H.L.N. Shalani — 2025-12-19

Aims: The Open Distance Learning (ODL) method is being widely used by educators in the 21st century with the advancement of modern technology. In the Sri Lankan context, ODL offers educational opportunities to learners regardless of their personal constraints or financial and geographical disturbances. In essence, conducting a research study on ODL is imperative since it helps to recognize the effectiveness of current teaching methods and technology. Identify challenges, improve program quality and present new strategies to enhance student engagement and academic success. While numerous research studies have been conducted globally on ODL, research in the Sri Lankan context is very limited. The main objective of this study is to identify the key factors that influence student participation rates in interactive learning sessions.

Study Design: Descriptive research design was utilized in this study.

Place and Duration of Study: Data collected throughout one month in the Department of Early Childhood and Primary Education, Faculty of Education, The Open University of Sri Lanka.

Methodology: A total of 96 students were selected from the Bachelor of Education (Hons.) in Primary Education – level 3 program, using the simple random sampling method. The mixed methodology was used. The data were analyzed through quantitative analysis (descriptive analysis) and qualitative analysis (content analysis methods). The online questionnaire was given to participants via mail.

Results: The findings reveal that the majority of students encounter family responsibilities which are considered as the significant barrier. In addition, work commitments, time management issues, health issues, travelling difficulties and financial issues are other obstacles to participation for interactive sessions respectively.

Conclusion: Recommendations are enhancing flexible scheduling, creating small group classes and implementing interesting teaching methods, implementing more dynamic teaching techniques, offering targeted support and initiating and strengthening practical ODL policies in the higher education system in Sri Lanka.

Augmented Reality-enhanced E-module on Chemical Bonding in Salacca Fruit: Effects on High School Students' Spatial Ability

Heni Mulyani Pohan — 2025-12-20

Learning chemical bonding in high school requires high spatial ability to visualize abstract concepts. This study aims to test the effectiveness and practicality of an e-module for chemical bonding practicum based on salak fruit content integrated with Augmented Reality (AR) on students' spatial abilities. Using a quasi-experimental pretest-posttest control group design. The research population consisted of tenth grade students in three schools, totalling 627 students. the research samples were taken using purposive sampling techniques, 66 students (experimental group n=33, control group n=33 and three chemistry teachers. Data were analyzed using N-gain scores, independent sample t-tests, and descriptive percentage analysis. The results showed that the e-module was highly effective with an N-gain of 0.85 (high category) and the spatial ability score of the experimental class (80.61) was significantly higher than that of the control class (70.30) with t=3.552 (p=0.001). Teachers rated the practicality as very good: cover design and salak fruit integration (93.3%), material (91.1%), practicality (89.1%), spatial ability (88.3%), language (86.9%), and AR use (78.3%). Students gave positive responses (82.3%) on the aspects of AR (85%), language (82%), and appearance (80%). The practical e-module proved to be effective and practical in improving spatial ability by integrating AR technology and the local context of salak fruit to bridge abstract concepts into concrete ones.

Probing Physics Students’ Creativity and Mathematics Knowledge Requisite on Concepts of Friction Using the Sliding Block and Atwood's Machine Model (Serway, 1982)

Innocent Francis Okey — 2025-12-20

The study investigated Physics learners’ creativity and problem-solving difficulties on the concepts of Friction using an activity-based learning structure embedded in the Sliding Block and Atwood Machine model. The model provided dialogue, students’ engagement, practice, data assemblage, and the application of mathematics knowledge. Analyses of students' performance scores using the t-test and Analyses of Variance (ANOVA) show that at a 0.05 significance level and df (3,56), students' creativity and problem-solving on concepts of friction improved significantly when taught the concepts of friction using the models. It is recommended that pedagogical discourse on the concepts of friction in Physics involve experimentation using the sliding block and Atwood machine model to enhance students’ creativity, problem-solving, and conceptual understanding.

Data Literacy Skills among Sangguniang Kabataan (SK) Youth Council Leaders: A Case in Balingasag, Misamis Oriental

Ninio Crisjan Z. Orboda — 2025-12-22

This study, grounded in Carlson and Johnston’s Data Information Literacy (DIL) framework, assessed the data literacy skills of Sangguniang Kabataan (SK) leaders in selected local government units in Misamis Oriental across ten dimensions spanning data identification and acquisition; clarification, analysis, integration, and verification; and visualization, communication, evaluation, and ethicization. Employing a descriptive research design, the study was conducted in Balingasag, Misamis Oriental from June 2025 - October 2025. Data were collected from 73 currently serving SK officials aged 18–24 through purposive sampling using a structured Likert-scale questionnaire, and analyzed using descriptive statistics (mean and standard deviation). Overall, SK leaders reported high mean scores in data identification (M = 3.52) and data ethicization (M = 3.58), and in integrating data into community initiatives, but low mean scores in advanced data acquisition (M = 2.45) and only moderate skills in statistical analysis and data visualization. These findings indicate that while youth leaders value data and ethical practices, gaps remain in technical and applied competencies. The study highlights the need for targeted capacity-building programs, mentorship opportunities, improved access to digital tools, and continuous ethical reinforcement to strengthen data literacy and support evidence-based decision-making, participatory governance, accountability, and the effectiveness of youth-oriented community programs.

Adversity Quotient® and Emotional Intelligence of Selected Public-School Special Education Teachers Amidst the Pandemic

Wyona R. Borilla — 2025-12-22

The purpose of this study was to identify the relationship of AQ® (Adversity Quotient®) and EI (emotional intelligence) of the selected public-school special education teachers amidst the pandemic. This research tried to see whether gender, age, civil status, generation, and length of service contributed to level of AQ and EQ among special education teachers. 20 special education teachers who are currently teaching have been selected as samples in this research. The instruments used were adapted. Kruskal Wallis test was used to determine the respondents' differences when grouped according to their demographic profile in terms of the generation of the respondents. Meanwhile Mann Whitney U test was used to determine the respondents' differences when grouped according to their demographic profile in terms of age, gender, length of service, and civil status. This study found that only ownership as an aspect of adversity quotient and emotional awareness of others established a strong significant relationship (ρ=0.502, p=0.024). This means that if there is an increase in the level of ownership in one unit, there is a 50.2% increase in the level of emotional awareness of others, but the other variables did not show any significant differences.

Pre-varsity Students’ Ease of Use and Perception of Online Entrance Examination at Obafemi Awolowo University, Nigeria

Oyeniran Oyetola — 2025-12-23

The exodus from traditional paper-based examination mode to online assessments in Nigeria Higher Education Institutions (HEIs) requires the need to evaluate students’ experiences to ensure efficiency and satisfaction. Thus, this study examined pre-varsity students’ ease of use and perception of the online entrance examination at Obafemi Awolowo University, Ile-Ife, Nigeria. It also identified some challenges students encountered while participating in the examination. A descriptive survey research design was adopted. Using multistage sampling techniques, 200 newly admitted undergraduates who participated in the online entrance examination were selected across two faculties in the University. Data were collected using a researcher-designed questionnaire, and analysis of data was carried out using frequency counts, percentages, and the Relative Significance Index (RSI). Findings revealed that 77.8% of the students found the online examination platform easy to use, while 16.7% found it very easy, showing a high level of usability and interface friendliness. Furthermore, 56.6% of respondents had a positive perception, 42.4% were neutral, and only 1.0% had a negative perception of the online examination mode. The major challenges identified included poor internet connectivity (RSI = 70.33%), unclear questions (RSI = 66.41%), time constraints (RSI = 62.63%), technical faults (RSI = 61.67%), and external distractions (RSI = 60.48%). The study concluded that students generally found the online examination system easy to use and perceived it positively despite facing some technical and environmental challenges.

Exploring the Impact of the Matric Rewrite Program on Underperforming Learners in Public Schools: A Qualitative Study in Limpopo Province, South Africa

Nkarhi Excellent Mathebula — 2025-12-23

The matric rewrite program in South Africa is a vital next step intervention that aims to tackle the academic performance of students who have failed the primary school leaving examination. A qualitative approach is used to investigate how the program serves as an instrument to support learners who have poor academic achievements in public schools located in the Capricorn South district of Limpopo Province. Social cognitive theory and Ubuntu philosophy were used to guide the study, which included a phenomenological research design to understand the learners' experiences and the views of educational stakeholders. 25 participants, including learners, teachers, and school administrators, were selected purposely, and they were engaged through semi structured interviews, focus group discussions, and document analysis. Thematic analysis showed that learners' participation in the program led to a rise in academic self-efficacy, the improvement of study skills, and the learner's toughness. On the contrary, results reveal that structural limitations, such as lack of resources, socio economic difficulties, and inadequate personalized academic support, still weaken the program's outcomes. Based on the study, the implementation of the program is dependent on the cognitive, instructional, and socio-cultural support components that the rewrite program has to offer. By emphasizing both individual and communal aspects of learning, this paper positions itself within the broader discourse on remedial education and offers evidence-based suggestions as to how policy and practice could be enhanced to lessen educational inequality in South African public schools.

The Relationship between the 21st-Century Skills of Public Elementary School Teachers and Their Teaching Performance

Juliet B. Caipang — 2025-12-24

Aims: This study aimed to investigate the relationship between the 21st-century skills of public elementary school teachers and their teaching performance. Specifically, it sought to determine the extent to which teachers practice core competencies such as effective communication, learning and innovation, information and media literacy, and life and career skills, and whether these influence their performance in key result areas.

Study Design: The study utilized a descriptive research design to provide a detailed account of the current practices and performance levels of public elementary teachers. This approach aimed to describe the existing conditions without manipulating variables. Additionally, a correlational quantitative design was employed to examine the nature and strength of the relationship between teachers’ 21st-century skills and their teaching performance. Pearson’s product-moment correlation was used to determine whether a significant association exists between these variables.

Place and Duration: The study was conducted in one district of Davao del Sur, Philippines, during the academic year, focusing on Grade 6 teachers in public elementary schools.

Methodology: Forty Grade 6 public elementary teachers were purposively selected based on inclusion criteria. Data were collected using validated survey instruments measuring 21st-century skills and teaching performance indicators aligned with the Department of Education’s RPMS framework. Statistical analysis involved computing means and applying Pearson’s product-moment correlation to test the hypothesis.

Results: Findings revealed that teachers consistently demonstrated high levels of 21st-century skills, particularly in effective communication and life and career skills, while learning and innovation and technology-related skills were less frequently practiced. Teaching performance was rated as very satisfactory across all domains. However, correlation analysis indicated no significant relationship between 21st-century skills and teaching performance, suggesting that other factors such as institutional support, professional development, and classroom context may play a more substantial role.

Conclusion: Although teachers exhibit strong 21st-century competencies, these do not significantly predict teaching performance. The results underscore the need for targeted interventions to strengthen innovation and technology integration skills and to explore additional determinants of teacher effectiveness.

Level of Ecological Literacy of Elementary Teachers: Basis for Environmental Education Framework

Sanrose T. Padua — 2025-12-24

This study investigates the ecological literacy of elementary teachers in Magsaysay, Davao del Sur, highlighting the level of environmental knowledge, behavior, and attitude. As educators play a vital role in promoting sustainability, their level of ecological literacy directly impacts the effectiveness of environmental education. The study aimed to gather the demographic information of the participants, assess their ecological literacy in the three indicators, explore potential differences in these indicators based on teacher profiles, and determine factors affecting their level of ecological literacy. A mixed-method research approach was utilized, with both quantitative and qualitative methods. Questionnaires and focus group discussion are administered to gather data from the population of 40 teachers. Statistical tools like frequency, relative frequency, mean, standard deviation, and one-way ANOVA are used for quantitative data analyzation. Furthermore, thematic analysis is used in analyzing the qualitative data. Overall, the study concluded that educators possess high level of ecological literacy in all three indicators. No significant differences in environmental knowledge and behavior were seen across the teachers’ demographic variables. However, when grouped according to their age, their environmental attitude varies and the other variables does not. Additionally, findings suggest multiple factors influencing the ecological literacy of teachers including media, personal experiences, institutional policies and mandates, and modelling environmental values. These findings aim to provide information to reinforce the enhancement of environmental education framework in the curriculum. This framework will empower teachers in shaping young learners to be environmentally responsible citizens.

Student Experiences with AI-Powered Tutors in Personalized Learning

Tessie G. Miralles — 2025-12-24

Aims: This study aims to examine the effects of AI-based tutors on student engagement, motivation, and achievement in AI-assisted language learning. Specifically, it investigates students’ lived experiences using AI tools, analyzes how AI features influence language proficiency, and identifies the extent to which these platforms sustain learner motivation over time.

Study Design: A qualitative phenomenological design was utilized to explore the lived experiences of first-year college students using AI-supported learning platforms.

Place and Duration of Study: The study was conducted at the University of Mindanao Digos College from January to March 2025.

Methodology: Fifteen first-year college students who actively used AI tools (ChatGPT, Duolingo, Grammarly, and TalkPal) participated in the study. Data were gathered through semi-structured interviews and analyzed using thematic analysis.

Results: Findings revealed overwhelmingly positive outcomes in language learning. AI-based tutors provided immediate, adaptive, and personalized feedback that enabled learners to correct grammatical errors, improve sentence construction, and expand vocabulary more efficiently. Students reported higher confidence, autonomy, reduced writing anxiety, and improved speaking fluency due to constant access to non-judgmental learning support. Gamified and interactive features sustained engagement, while real-time corrections strengthened academic writing accuracy and vocabulary retention. Participants also noted increased convenience, motivation, and continuous progress monitoring, allowing them to learn independently at their own pace. Although emotional depth and contextual explanation in AI responses remained limited, students emphasized that AI was highly effective as a supportive language partner when combined with teacher guidance.

Conclusion: AI-based tutors significantly enhance language proficiency, learner independence, engagement, and long-term motivation. Results suggest that AI serves best as a supplementary tool that complements — not replaces — human instructors. The study recommends integrating AI for personalized practice and feedback, improving AI contextual reasoning, and strengthening digital literacy to support SDG 4: Quality Education.

Emotional Intelligence and Safe Learning Environments in Academia: A Study of Academics’ Emotional Self-Management in Tanzania

Eliatosha Moses Mbwambo — 2025-12-24

This study examined Tanzanian academics’ emotional intelligence through both self‑reports and student evaluations, focusing on the role of emotional management in creating safe learning environments. The study employed a quantitative approach and a cross-section design with an online survey; the convenience-sampling technique sampled 330 participants: 30 academics, 61% from government and 49% from private institutions, 300 students, 67% from government and 33% private institutions. Findings disclosed that while a majority (76.7%) of academics reported strong self‑control, over half of students perceived their academics’ emotional self-control as unpredictable. Moreover, 70% of academics admitted to upholding fair student treatment, but many students experienced emotionally influenced treatments. The majority of academics (80%) admitted to attending students’ learning issues respectfully, as did 58% of students. Academics' self-evaluation in creating safe learning environments showed a nearly balanced perception trend amid strengths (51%) and need for improvement (49%), where 61% of students perceived a need for improvement. Generally, discrepancy amid academics’ self‑perceptions and students’ evaluations of emotional self-management may threaten safe learning environments in academia. The study recommends institutional policies and practical interventions fostering EI, such as EI screening, mentoring, and training. Future comparative studies incorporating inferential analysis are necessary to examine the impact of emotional intelligence on student learning outcomes across faculties and educational levels.

Alert Fatigue and Smartphone Notifications: A Mixed-methods Study of Attention Disruption and Mental Well-being among University Students

Aadel Yousuf Khanday — 2025-12-24

Smartphone notifications have become a pervasive feature of university students’ daily lives, yet their constant interruptions are increasingly linked to reduced attention, emotional fatigue, and diminished well-being. This mixed-methods study examined how notification frequency, alert fatigue, and attention disruption relate to students’ mental well-being. Quantitative data were collected from 160 undergraduate students using a 16-item survey measuring four constructs. Additionally, semi-structured interviews with 18 students provided qualitative insight that contextualized and explained the quantitative findings regarding notification-driven interruptions. The results showed that notification frequency did not significantly predict cognitive or emotional outcomes. Instead, alert fatigue and attention disruption emerged as the strongest predictors of reduced well-being. Qualitative findings further revealed experiences of cognitive intrusion, mental overload, and difficulties with digital self-regulation. The study concludes that the psychological burden of smartphone notifications is driven less by quantity and more by the cognitive and emotional processes they trigger. Recommendations include promoting digital hygiene and designing less intrusive notification systems to support students’ digital well-being.

Examining the Middle School Students’ Use of AI Tools in Mathematics Problem-solving: A Case of Students from Shandong Experimental High School (Quehua Campus)

Anning Chu — 2025-12-24

To explore the current status of middle school students' application of AI in mathematics learning and its existing problems, this study conducted semi-structured interviews with 91 junior and senior high school students from a single school. Findings show that 90.11% of participants have used AI, with 52.44% applying it to math problem-solving. The most preferred tools were DeepSeek and Doubao. Notably, 79.07% of students identified shortcomings in AI, with 41.86% citing answer inaccuracy as the primary issue.Based on these results, we recommend that teachers guide students to treat AI as an auxiliary tool and develop their ability to ask precise questions. Students should critically assess AI outputs by identifying errors, verifying uncertainties through textbooks or teachers, prioritizing independent thinking, cross-checking results with professional tools, and using AI primarily for inspiration and method exploration. Teachers should also leverage their unique advantages to address personalized learning needs. This study offers insights to support the rational integration of AI in mathematics education.

Engaging Men and Boys in Preventing Gender-Based Violence: Insights from Participatory Action Research in Arusha District, Tanzania

Rehema Magesa — 2025-12-26

Gender Based Violence (GBV) remains a critical human rights and public health challenge globally and in Tanzania, where nearly 40% of ever-married women report intimate partner violence. Conventional interventions have predominantly focused on protecting women and girls, often excluding men and boys from meaningful engagement and reinforcing the perception of GBV as a “women’s issue.” This study explores the role of men and boys in preventing GBV in Arusha District Council through a Participatory Action Research (PAR) approach. By involving 60 participants across two wards, the study facilitated cycles of reflection, dialogue, and action that positioned men and boys as co-researchers. The research targeted males aged 15 and above, including students, out-of-school youth, young adults, adult men, community leaders, and faith-based actors. Findings reveal that participants initially perceived GBV narrowly as physical abuse but, through participatory engagement, broadened their understanding to include emotional, psychological, and economic violence. PAR proved effective in promoting attitudinal change, with men and boys beginning to critically reflect on harmful masculinities and embrace more equitable behaviors. However, generational differences, peer stigma, and entrenched patriarchal norms remain significant barriers to sustained change. The PAR methodology proved highly effective in encouraging introspection and promoting attitude change among men and boys in both wards. In both Oltrumet and Nduruma, participatory mapping exercises allowed men and boys to identify local GBV hotspots, the triggers of violence, and the social pressures that sustain them. The study demonstrates that participatory, community-driven approaches can shift perceptions and foster ownership of GBV prevention strategies. It contributes to policy discussions on inclusive GBV interventions and provides practical insights into designing gender-transformative programs that align with Tanzania’s national priorities and Sustainable Development Goal 5.

The Mediating Effect of Classroom Environment on the Relationship Between Social Skills and Academic Stress among College Students

Angelo Kim C. Bernal — 2025-12-27

Academic stress is a widespread problem that affects many students, causing psychological distress. The primary purpose of this study was to find out the mediating role of the classroom environment between social skills and academic stress among the college students. This research utilized a quantitative non-experimental descriptive-correlational research design that suggests mediation analysis in the analysis of the relationships and mediating influence of the classroom environment on the relation between social skills and academic stress among college students. The respondents of this study were 353 college students. Stratified random sampling procedure was utilized to select respondents from the students of the Local College in the Municipality of Sto. Tomas. The statistical tools used in this study were Mean, Pearson R and Path Analysis. The information was gathered from the respondents using three adapted survey questionnaires. The study’s findings demonstrated that social skills, academic stress and classroom environment have a descriptive level of high. Furthermore, there was a significant interrelationship between the three variables. It was revealed that there is a significant partial mediation of the classroom environment on the relationship between social skills and academic stress among college students. The study will be beneficial to the Commission on Higher Education (CHED), School administration, Teachers, Parents, Students and Future researchers.

Public Art as Social Justice Education: Street Murals and Youth Political Consciousness in South-West Nigeria

Ohanele Rita C. — 2025-12-27

This study investigated the relationship between public art specifically street murals and youth political consciousness within the broader framework of social justice education in South-West Nigeria. The investigation was necessitated by the growing use of visual activism in Nigerian urban centres and the urgent need to understand how such public-facing art forms contributed to informal civic learning among young people. Anchored on critical pedagogy and civic imagination theories, the study explored how murals serve as everyday learning environments that expose youths to social inequalities, political debates, and possibilities for collective action. A mixed-methods design was employed, combining a cross-sectional survey of 1,200 youths across Lagos, Ogun, and Oyo States with in-depth interviews and field observations of 45 mural sites. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and multiple regression to determine the predictive power of mural exposure on dimensions of political consciousness, critical awareness, socio-political efficacy, and willingness to engage in activism. Qualitative findings revealed that murals addressing police brutality, gender justice, unemployment, and governance acted as “public classrooms,” prompting spontaneous dialogue, shaping youth identity, and inspiring local acts of civic participation. Results showed a significant positive correlation between frequency of interaction with murals and heightened political consciousness (r = .61, p < .01). Regression analyses further demonstrated that thematic relevance and visual intensity significantly predicted socio-political engagement among youths. The study concluded that public art was not merely aesthetic but operated as a strong and informal pedagogical instrument capable of advancing social justice education and fostering democratic inclusion among youth in contexts such as Nigeria.

Analysis of Work Values, Engagement and Workload as Predictors of Employee Job Satisfaction: Basis for a Staff Development Program in AMYA Polytechnic College, Inc

Jessfer Aljun C. Saquilon — 2025-12-28

This quantitative study investigates the factors influencing Employee Job Satisfaction among full-time teaching and non-teaching personnel at AMYA Polytechnic College, serving as an empirical basis for a proposed staff development program. Utilizing total enumeration sampling of the employee population (N=56), the study employed an integrated theoretical framework based on the Job Characteristics Model and Value Congruence Theory, with data analyzed via multiple regression and non-parametric tests. Reliability was established across all scales (Job Satisfaction alpha = 0.960). Key findings reveal that Work Values is the strongest positive predictor of Job Satisfaction (Estimate = 0.883, p < 0.001), emphasizing the crucial role of Person-Organization Fit. Conversely, Workload was identified as a significant negative predictor (Estimate = -0.401, p = 0.042), underscoring the impact of administrative strain. Work Engagement was not found to be a significant predictor (p = 0.130). Furthermore, demographic analyses confirmed no statistically significant differences in satisfaction across gender, years of service, generational cohort, or educational attainment. Based on these results, a Staff Development Program is proposed focusing on two strategic areas: enhancing Culture and Value Congruence through structured workshops and implementing Workload Management initiatives to ensure sustainable employee well-being and institutional effectiveness.

Academic Resilience in Improving Academic Achievement in Higher Education

Kabita Nayak — 2025-12-28

In the 21^st century, academic resilience among college students not only influences their academic achievement but also plays a vital role in their future career development. The study was conducted to explore academic resilience among undergraduate students and to find out the relationship between academic resilience and academic achievement. The nature of the study calls for a descriptive survey design.150 undergraduate students were selected from Balasore district through a simple random sampling method. Academic resilience scale (Cassidy, 2016) was used for data collection. For analysing data, parametric statistical technique (t’ test, ANOVA and correlation) etc were used. Study revealed that girls possessed more scores in academic resilience as compared to boys. The researcher doesn’t find any differences on academic resilience related to stream. Significant positive correlation was found between academic resilience and academic achievement. These findings emphasize the significance of academic resilience which plays a very vital role in enhancing academic achievement.

The Role of Blockchain Technology in Enhancing Security in Financial Transactions in Cameroon

Virginie Feudjio Takoutio — 2025-12-28

This study examines the role of blockchain technology in enhancing security in financial transactions in Cameroon. The objective is to investigate the relationship between blockchain-related variables and security effectiveness. A survey of 35 respondents was conducted, and robust linear regression analysis was employed to analyse the data. The results reveal that regulatory compliance has a statistically significant negative impact on security effectiveness, with a coefficient of -0.422 and a p-value of 0.034. System integration also has a statistically significant negative impact on security effectiveness, with a coefficient of -0.379 and a p-value of 0.036. The R-squared value is 0.297, indicating that about 29.7% of the variation in security effectiveness is explained by the independent variables. The study concludes that blockchain technology has the potential to improve security in financial transactions, but its adoption requires careful consideration of regulatory compliance and system integration.

Adoption Intention for Mobile English Learning among College Students: A Framework Synthesizing the TAM and Motivation Theory

Chunming Li — 2025-12-28

This study aimed to investigate the factors that predict college students’ intention for mobile English learning and establish an integrated model synthesizing the technology acceptance model and motivation theory. A survey was conducted to gather self-reported data from 241 Chinese undergraduates at Northeast Petroleum University, Qingdao Agricultural University and Zhaoqing University. Confirmatory factor analysis with the maximum likelihood estimation assessed measurement model’s validity, reliability and fit indices, and structural equation modelling (SEM) was performed to evaluate all hypotheses and the hypothesized structural model using the Amos24 software package. The results showed that social influence had significant impact on perceived usefulness, perceived ease of use, attitude and intention. Perceived ease of use was also positively and significantly related to perceived usefulness, attitude and intention. Moreover, perceived usefulness correlated with attitude and intention, and attitude played a critical role in determining students’ intention to use mobile learning to study English. The study’s integrated model was empirically confirmed and contributed to establishing a new theoretical foundation for subsequent research related to technology acceptance for second language acquisition. Additionally, the findings also offered actionable insights for university administrators and teaching faculty.

Exploring the Relationship between Mathematics Motivation and Performance among Junior High School Students

Glemae R. Ramos — 2025-12-28

This study explored the relationship between mathematics motivation and mathematics performance among junior high school students using a descriptive correlational design. Data were randomly gathered from 200 students through a survey. The findings revealed that students exhibited a moderate level of mathematics motivation overall, with moderate levels in extrinsic, intrinsic, and perception in mathematics. Students’ mathematics performance was found to be very satisfactory, indicating a strong grasp of the subject’s essential competencies. Correlation analysis showed a very high positive and significant relationship between mathematics motivation and mathematics performance with all motivation subdomains also showing significant positive correlations. These results suggest that motivated students tend to achieve higher academically in mathematics. The study concludes that strengthening students’ intrinsic and extrinsic motivation, as well as fostering more positive perceptions of mathematics, may contribute to improved academic outcomes. It recommends implementing engaging, student-centered strategies that enhance motivation and support learners in developing confidence and interest in mathematics.

Exploring Ethnopedagogy: Insights from Vygotsky’s Social Constructivist Theory and Bruner’s Folk Pedagogy

Surabhi Pradhan — 2025-11-27

Ethnopedagogy is the branch of pedagogical science that involves the local community's information, experience, and methodology. The purpose of the study is to conceptualize a framework for the adaptation of Ethnopedagogy in formal classroom settings. Vygotsky claimed that social activity is internalized to develop language and thinking processes to achieve higher psychological human consciousness. Furthermore, Bruner introduced folk pedagogy, which argues that previous practices of cultural experience form the basis of learning additional concepts. By using the conceptual analysis method, the researcher analyzes both the theory to extract an ethnopedagogical framework for real classroom situations.

Bridging Traditions and Transformations: India’s Educational Journey

Elsa F. Lanceta — 2025-12-08

India’s educational landscape has been reshaped over time by its enduring cultural heritage alongside the forces of modernization. In earlier eras, education revolved around native learning centers and philosophical schools that stressed all-round personal growth, ethical grounding, and inquiry-driven scholarship. With colonial rule came Western-style institutions and curricula that altered the aims and methods of formal education, sparking a push-pull between traditional systems and imported reforms. This commentary aimed to highlight the educational journey of India, considering the impact of traditions and modernisation. The qualitative method has been adopted. Existing studies and government documents have been reviewed. Following independence, Indian governments have sought to blend these divergent strains by treating education as both a driver of national progress and a guardian of cultural identity. The purported National Education Policy (NEP) 2025 embodies this approach, advocating for digital advancement, global readiness, and broader inclusion, while also safeguarding the country’s linguistic and cultural plurality. Framed under the theme “Bridging Traditions and Transformations,” India’s educational journey exemplifies the ongoing negotiation between historical continuities and new imperatives. This analysis examines how past legacies, policy shifts, and international pressures continue to direct India’s educational course, underscoring the task of forging a system that honors its roots yet embraces innovation. India’s educational trajectory illustrated the ongoing challenge of balancing inherited traditions with transformative imperatives. Its success will depend not only on visionary policies but also on equitable implementation, sustained public investment, and a commitment to inclusive pedagogical practices that ensure education serves as both a bridge to modernity and a custodian of cultural identity.

Advancing Sustainable Entrepreneurship through Digital Innovation: A Systematic Review

Rym Belgaroui — 2025-11-29

Sustainable entrepreneurship, as a vital model for development, seeks to balance environmental, social, and economic objectives. This goal, however, is increasingly influenced by the profound pressures and opportunities of the digital transformation. Addressing this dynamic requires the adoption of innovative digital approaches within sustainable business models and their supporting ecosystems. In this article, we conduct a systematic literature review of 350 papers published from 2014 to 2024 to analyze the significance of digitalization and innovation in promoting sustainable entrepreneurship. Bibliometric and thematic analysis techniques were utilized to pinpoint major trends, significant contributors, emerging challenges, and essential research voids. Our findings suggest a swiftly expanding incorporation of digital technologies in the context of sustainable entrepreneurship. The research landscape indicates that central themes focus on innovation, the development of sustainable business models, and their direct effects on environmental and social performance. Our findings underscore the necessity for a comprehensive, interdisciplinary approach that combines technological adoption with entrepreneurial strategy. Different mediating factors, including stakeholder involvement, digital skills, and favorable government policies, were recognized as crucial in improving the effect of digitalization on sustainable results. Our results provide valuable practical insights, steering researchers toward lesser-known domains and equipping policymakers with suggestions for crafting innovation policies that foster the upcoming generation of sustainable enterprises.

Systematic Literature Review of Trends, Potentials and Challenges About Ecotourism and Learning: A Decade in Asia

Wahyu Prihanta — 2025-12-04

Background: This study presents a systematic literature review (SLR) of research on ecotourism and learning conducted in Asia between 2015 and 2025, aiming to identify major trends, potentials, and challenges in linking ecotourism with sustainability-oriented education. It offers a decade-long synthesis that explicitly connects ecotourism with learning outcomes and Education for Sustainable Development (ESD), an angle that has received limited systematic attention in previous reviews.

Methods: Data were retrieved from the Scopus database using a PRISMA-guided selection process, yielding 39 eligible open-access articles written in English. The analysis employed bibliometric mapping and thematic synthesis using VOSviewer and Biblioshiny to explore publication patterns, disciplinary distribution, conceptual networks, and thematic evolution. The review followed the updated PRISMA 2020 statement and its explanation and elaboration papers to ensure transparent and replicable reporting.

Results: Results reveal a significant growth of research output after 2021, reflecting the increasing global recognition of Education for Sustainable Development (ESD) as a guiding framework for tourism studies. Social sciences, environmental sciences, and computer science dominate the field, indicating a strong interdisciplinary orientation integrating environmental modeling, community learning, and digital innovation. Keyword and thematic analyses identify ecotourism, sustainable tourism, tourism development, and learning as core themes, while emerging topics such as deep learning, social media, and decision-making illustrate a shift toward data-driven sustainability learning. Ecotourism demonstrates strong potential as a medium for experiential, community-based, cultural, and technological learning, yet its educational function remains constrained by commercialization, limited human capacity, and fragmented policy alignment. Comparative patterns across countries further show that community-based initiatives in Southeast Asia often struggle with governance and funding gaps, whereas destinations in East Asia face challenges related to overtourism, heritage commodification, and uneven access to digital learning infrastructures.

Conclusion: The review concludes that ecotourism in Asia has evolved from a niche tourism activity into a transformative educational platform that connects nature, culture, and technology for sustainability learning. Future research should prioritize cross-sectoral collaboration, digital pedagogy, and long-term impact evaluation to advance ecotourism as a dynamic framework for Education for Sustainable Development (ESD). By integrating bibliometric mapping with thematic synthesis, this study clarifies how ecotourism-based learning has developed in Asian contexts, identifies persistent evidence gaps, and provides regionally nuanced directions for policymakers, educators, and tourism practitioners.

Stigma, Literacy and Family Resilience in Childhood Stunting: Insights from a Systematic Review (2019–2024)

Prita Suci Nurcandrani — 2025-12-16

Aims: To analyze the relationship between literacy, community education, and family resilience in managing social stigma associated with childhood stunting through systematic literature review and bibliometric analysis.

Study Design: Systematic literature review with bibliometric analysis.

Place and Duration of Study: Analysis of international publications indexed in academic databases, covering the period between 2019 and 2024.

Methodology: A comprehensive systematic literature review was conducted using the keywords "stigma management," "communication," "stunting," and "family resilience." Publications from 2019 to 2024 were systematically searched and screened across multiple databases. Twenty-eight articles met the inclusion criteria and were analyzed using VosViewer software for bibliometric mapping and visualization. Overlay visualization identified temporal trends and thematic shifts in the research landscape.

Results: The analysis identified four major thematic clusters: (1) community literacy and health communication, (2) stigma management strategies, (3) family coping mechanisms, and (4) social support systems. Overlay visualization revealed a temporal shift in research focus, with studies from 2022-2024 showing stronger linkages between stigma management, stunting, and family resilience compared to earlier publications. Community literacy emerged as a foundational factor that enhances health communication effectiveness and enables families to navigate stigma through improved understanding of stunting causes and prevention. Health education programs that build community knowledge were associated with reduced stigma and strengthened family resilience. However, while stigma research has predominantly originated from mental health literature, the intersection of stunting-related stigma and family resilience remains underexplored, with limited empirical evidence on intervention effectiveness.

Conclusion: This bibliometric analysis reveals significant research gaps in understanding how community literacy and health education strengthen family resilience against stunting-related stigma. The emerging research trends suggest a paradigm shift toward integrated approaches considering social determinants and family dynamics. Findings indicate that literacy and education function as protective factors by improving families' capacity to understand, communicate about, and cope with stunting-related challenges. However, further empirical research is urgently needed to develop evidence-based interventions that can inform health educators, policymakers, and community programs seeking to reduce stigma barriers and strengthen family resilience in stunting prevention and management efforts.

Resource Management in Education: A Systematic Review

Jecyl C. Bantilan — 2025-12-24

Challenges in governing human and financial resources are inevitable in an educational institution. Effective resource management is crucial for tackling challenges in school operations as it enables optimal allocation and utilization of resources. Thus, this systematic review explored the various literature on resource management, specifically on human and financial resources through the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. The studies incorporated in this review address the challenges, strategies, and impact of resource management in educational settings, published in English and carried out between 2022 and 2023, sourced from Google Scholar. This review draws from 20 studies across nine countries, identified via Google Scholar, and highlights recurrent themes in resource management challenges, strategies, and impacts within educational institutions. Out of 137 records identified from database searching, 20 articles from nine countries revealed three themes for the challenges of resource management, namely: insufficient funds, substandard knowledge and training, and inappropriate management approach. In terms of the strategies, the analysis showed three themes for human resource management, namely: managing human resource tasks, motivating personnel, and promoting quality employees. Meanwhile, four themes appeared for the financial resource management strategies, such as planning activities, transparency and accountability, financial resource management improvement, and collaborative effort. Finally, the three themes about the impact of resource management are efficient resource utilisation, improved competitiveness, and social and economic development. These results require the implementation of efficient management techniques for human and financial resources to enhance educational organizations. Nevertheless, schools faced challenges in managing resources. Consequently, subsequent researchers might investigate additional approaches to address the mentioned issues. They may also explore matters, viewpoints, and methods of school leaders in handling additional resources not addressed in this research, such as physical and technological resources. Overall, the reviewed evidence indicates that coordinated management of human and financial resources supported by transparent governance and leadership practices can improve institutional functioning and educational outcomes. School leaders and policymakers should prioritise integrated budgeting and staffing strategies, strengthen accountability systems, and invest in capacity-building aligned to local resource constraints and institutional needs.