Asian Journal of Education and Social Studies

Constructing a Collaborative Ecosystem for Holistic Student Development in Higher Education: Integrating Logistics, Student Affairs and Digital Governance

Yiran Xu — 2025-09-23

The increasing complexity of student needs and the acceleration of digital transformation in higher education have revealed critical limitations in traditional student development models. Typically fragmented across logistics, student affairs, and information technology systems, these subsystems often lack integration, resulting in inefficient service delivery and disjointed student support. This study moves beyond technical unification and instead seeks to promote cultural, structural, and procedural transformation of the university as a developmental community. It proposes a triadic collaborative framework that unifies these subsystems into a cohesive ecosystem for holistic student development. Drawing on theories of educational ecology, holistic governance, and smart campus design, the framework emphasizes three integration pathways: shared vision alignment, structural coupling, and operational coordination. While existing research has focused predominantly on academic or instructional integration, this paper addresses a distinct and underexplored area—how non-academic subsystems such as logistics, student support services, and IT infrastructure can be systematically integrated into a coherent governance model for student development. Through this lens, the paper analyzes institutional barriers—including functional misalignment, data silos, governance inertia, and professional discourse gaps—that undermine effective collaboration. It also presents actionable strategies such as redesigning performance incentives, establishing interoperable digital infrastructures, and cultivating a culture of cross-functional engagement. This integrative model provides strategic insights for universities aiming to build student-centered, data-informed governance structures. The findings hold particular relevance for institutions navigating digital transformation while seeking to enhance whole-person education in the post-pandemic era.

Educational Leadership in Practice: Insights from a Principal’s Work Immersion

Lowel D. Pasinag — 2025-10-04

The transition from classroom teacher to school principal presents unique challenges that test leadership, management, and interpersonal skills. This short communication demonstrates proof of principle through a work immersion experience of a school principal at Holy Child Central Colleges-Basic Education, Philippines. This study employed a multi-method approach. The first component of data collection was a systematic review of accreditation instruments and standards. The second component involved direct observation of administrative processes, faculty management, and student services. The third data collection method was the use of interviews and informal discussions with stakeholders. The fourth method was reflective journaling. The analysis integrated both quantitative and qualitative perspectives. Key findings highlight the principal’s crucial role in fostering instructional quality, managing school operations, developing partnerships with stakeholders, and mitigating stress and burnout. Evidence suggests that effective leadership directly influences teacher retention, school compliance, and student outcomes. Additionally, the study emphasises the value of reflective practice and strategic communication as essential tools for sustaining leadership effectiveness. These findings provide preliminary insights into the transformative impact of school leadership on educational quality and operational excellence.

From Blocks to Code: An AI-Driven Curriculum for Elementary Python Programming

Boakye Williams Kwabena — 2025-10-11

This design-based research study explores the development of an AI-generated Python programming curriculum tailored to elementary school learners transitioning from block-based to text-based coding. The study responds to the increasing prioritization of computational literacy in early education, highlighting the global shift towards integrating programming as a foundational 21st-century skill. Drawing upon the TPACK (Technological Pedagogical and Content Knowledge) framework and cognitive load theory, the study utilized large language models (LLMs), including Veed, OpenAI’s GPT-4 and Claude, to independently generate modular lesson sequences, interactive exercises, multimedia resources, and assessments. The resulting curriculum comprises three progressive units covering Python basics, variables, and data types, with multimodal features designed to support cognitive development and sustain engagement. The study also examines the affordances and limitations of generative AI as an instructional design agent, highlighting its efficiency in content creation while underscoring the crucial role of human oversight in ensuring pedagogical coherence and developmental appropriateness. This work contributes to the emerging discourse on AI-assisted curriculum development, offering a model for scalable, self-guided programming education that bridges early block-based learning to general-purpose coding fluency.

Leveraging Excel-based Business Intelligence for Micro-enterprise Growth: The Case Study of Brother’s Wagon Street Food Stall in Kolhapur, Maharashtra, India

Varad Rajan Bhanage — 2025-09-22

In the present era of data-driven decision-making, businesses across the globe are increasingly adopting technologies and systems to gain competitive advantages. Research indicates that more than 90% of organizations, regardless of size, rely on data analytics and business intelligence tools to streamline their operations and improve performance. Importantly, this trend is no longer confined to established corporations and large-scale enterprises. Even small businesses, micro-enterprises, and those operating in the unorganized sector are embracing digital solutions to enhance efficiency.

This case study focuses on a micro-enterprise in the unorganized food sector of Kolhapur city, highlighting its journey of adopting business analytics practices. The study demonstrates how the vendor systematically recorded sales, monitored expenses, and managed inventory using simple yet powerful tools like Microsoft Excel. By shifting from intuition-based decisions to data-supported strategies, the business was able to identify customer demand patterns, minimize wastage, and optimize resources. The results reveal that integrating business analytics not only improved day-to-day operational efficiency but also contributed to maximizing profitability, with the enterprise achieving nearly 60–70% gains. This case exemplifies the broader transformation occurring at the grassroots level, where micro and small-scale industries are leveraging digital practices to ensure sustainability, competitiveness, and long-term growth.

Designing Collaborative Problem-Solving Situations in Teaching Mathematics at the Lower Secondary Level in Vietnam

Chung Van Do — 2025-10-07

Developing collaborative problem-solving (CPS) skills is a key objective in contemporary mathematics education, particularly at the lower secondary level, where students begin to engage with abstract concepts and advanced reasoning. At this pivotal stage, mathematics teachers are expected not only to deliver content effectively but also to facilitate collaborative activities that foster communication, critical thinking, and problem-solving abilities. However, many teachers lack a systematic framework for designing learning experiences that cultivate these skills. This study addresses that gap by proposing a structured process for designing CPS-oriented learning situations tailored to lower secondary students. Employing a conceptual framework development methodology, the research begins with a comprehensive synthesis of existing literature on teaching situations and CPS. It also includes an in-depth analysis of Vietnam’s mathematics curriculum and textbooks. Drawing on these theoretical foundations, the study introduces a definition and criteria for CPS situations, identifies opportunities for implementing CPS-based learning in early secondary mathematics, and constructs a design process for CPS situations. The practical applicability of this process is demonstrated through the development of two illustrative teaching scenarios for 6th- and 7th-grade mathematics topics. The primary outcome is a five-step design process: (1) Defining teaching objectives, (2) Selecting appropriate mathematical content, (3) Constructing problematic situations, (4) Designing group learning activities, and (5) Anticipating feedback and assessment. The findings reaffirm the dual-component nature of CPS, encompassing both social and cognitive skills. Ultimately, the process offers educators a theoretically grounded and practical tool to move beyond traditional instruction. It provides a clear pathway for creating engaging learning environments that nurture essential 21st-century competencies, supporting the competency-based reform goals of mathematics education in Vietnam.

Comparing Thinking Frameworks: Positioning Design Thinking among Thinking Models in Science Education

Subashini V — 2025-10-11

The present study investigates the distinctive contribution of design thinking towards the development of science education for 21^st century. Conceptual Analysis method was adopted for this study. The findings of the analysis showed that design thinking provides a human- centered, iterative approach that incorporates empathy ideation and prototyping in contrast to other thinking models like critical thinking, analytical thinking, systems thinking, logical thinking and creative thinking. This study supports inquiry- based learning, highlighting the potential of design thinking as a transformative pedagogical approach that promotes both cognitive and socio- emotional development. Using a comparative framework, the study illustrates the unique way in which design thinking solves difficult, ill- defined problems in science classrooms. While acknowledging implementation and assessment issues, this study shows pathways for incorporating design thinking in science education.

Fostering a Culture of Academic Integrity in Higher Education: A Critical Review

Subrahmanian Muthuraman — 2025-09-23

Promoting academic integrity is essential for maintaining the credibility and quality of educational institutions. This paper explores the importance of promoting academic integrity within higher education institutions. The purpose is to analyse and synthesise existing literature on strategies and best practices for promoting academic integrity in higher education institutions. It examines various strategies, including policy development, ethics education, technological interventions, and cultural considerations, to prevent misconduct and foster a culture of honesty and responsibility among students and staff. This study employs a qualitative, descriptive literature review approach to analyse existing research, policies, and scholarly discussions related to academic integrity in higher education. The keywords used for the literature search included "Academic integrity," "ethics in higher education," "plagiarism," "academic dishonesty," "integrity policies," and related terms. Thematic analysis and critical appraisal methods were adopted for data analysis. The study highlights the significance of a comprehensive and collaborative approach to uphold academic standards and prepare ethically responsible graduates. Findings suggest that continuous efforts, transparency, and institutional commitment are critical in embedding academic integrity into everyday practices. By fostering an environment rooted in trust and ethical behaviour, educational institutions can enhance their credibility and positively influence students' professional development. Key strategies include implementing targeted ethics education programs, establishing clear and consistently enforced policies, utilising technological tools for detection, and cultivating an ethical campus environment through campaigns and peer-led initiatives. Additionally, faculty training and curriculum integration of integrity principles are emphasised to embed ethical values across academic disciplines. By adopting these multifaceted strategies, institutions can effectively deter misconduct, reinforce the importance of honesty, and promote a sustainable culture of academic integrity.

Land Value Capture Mechanisms for City Slum Upgrading and Redevelopment in Ghana

Prince Attakora — 2025-09-25

Rapid urbanization in Ghana has intensified the proliferation of informal settlements. Approximately 45% of the urban population reside in slums characterized by inadequate housing, insecure tenure, and limited access to basic services. This paper explores Land Value Capture strategies as a mechanism for financing sustainable slum upgrading and redevelopment in Ghana, drawing on global and regional experiences. Through a systematic review of peer-reviewed literature, scholarly books, and institutional reports, the study examines Land Value Capture strategies, which include land readjustment, land sales, public land leasing, betterment taxes, property taxes, sale of development rights, joint development mechanisms, and in-kind contributions. The findings highlight the potential of these tools to harness unearned land value increments for infrastructure and housing improvements, yet their application in Ghana is hindered by fragmented land tenure systems, weak institutional capacity, and limited political will. The study underscores the need for robust legal frameworks, transparent governance, and inclusive community engagement to operationalize Land Value Capture effectively. By integrating Land Value Capture into national urban policies and fostering participatory planning, Ghana can address its urban housing deficit and promote equitable urban transformation, aligning with Sustainable Development Goal 11 for inclusive, safe, and sustainable cities.

The Importance of Urban Green Infrastructure in Promoting Pollinator Biodiversity and Enhancing Community Well-being in Ghanaian Megacities

Christian Kofi Sarpong — 2025-10-04

Urbanization presents significant threats to biodiversity and ecosystem services, with pollinator decline and reduced community well-being becoming critical issues in rapidly expanding cities. This paper explores the role of urban green infrastructure in supporting pollinator biodiversity and enhancing community well-being in Ghana’s megacities, specifically Accra and Kumasi. By conducting a systematic review of literature from 2009 to 2025, a period that reflects the rise of scholarly and policy attention to urban green infrastructure and ecosystem services globally, drawing from major databases (Scopus, Web of Science, Science Direct, PubMed, and Google Scholar) using Boolean search strategies, and applying explicit inclusion criteria (English-language, peer-reviewed studies, and empirical case studies) while excluding opinion pieces and duplicates, this review combines evidence from both global and local contexts to assess how urban green spaces like parks, gardens, street trees, and other green areas contribute to ecological and social resilience. The results show that urban green infrastructure provides vital habitats, floral resources, and ecological links for pollinators, while also offering concrete benefits, including improved cardiovascular and mental health, reduced heat-related illnesses, opportunities for community interaction, preservation of cultural landscapes, and enhanced flood regulation. Nonetheless, the paper highlights challenges, including unequal access, ornamental landscaping, fragmented governance, and insufficient policy integration. It concludes with recommendations for context-sensitive planning of urban green infrastructure that emphasizes native species, adaptive management, fair distribution, and community participation to promote pollinator conservation and human well-being equally in Ghana’s cities.

Research Trends in India’s History of Education: A Systematic Review (1943-2024)

Kazi Masud Hossain — 2025-10-07

The history of education in India has been an essential area of academic research, reflecting the nation's changing educational, cultural, and socio-political landscapes. This review study systematically analyzes research trends in the history of education in India from 1943 to 2024. The study aims to examine the evolution of research in this field over the past eighty years, to pinpoint enduring knowledge gaps, and to propose new avenues for investigation. The study employed a systematic review methodology, utilizing two primary sources: A Survey of Research in Education (Volumes I–VI), which offered 171 abstracts of dissertations, and theses submitted from 1943 to 2000, and the Shodhganga repository, from which 4 doctoral theses spanning 2001 to 2024 were extracted. The findings show various studies documented in Buch’s Survey of Research in Education as well as from history of education research available on Shodhganga the thematic focuses of previous research, identify neglected aspects like limited focus on marginalized groups, gender, regional diversity, ancient traditions, and interdisciplinary perspectives. It also highlights promising new areas for exploration such as indigenous knowledge systems, women’s education, reformist contributions, and socio-cultural dimensions of educational change.

Empowering the Custodians: Women as a Vector of Cultural Transmission of Living Heritage of Rajasthan, India

Surabhi Srivastava — 2025-09-27

Intangible cultural heritage (ICH) in India encompasses the diverse practices, representations, expressions, knowledge, and skills that communities, groups, and sometimes individuals recognise as part of their cultural legacy. This heritage extends beyond physical monuments and collections to include living traditions passed down through generations, such as oral traditions, performing arts, social practices, knowledge concerning nature, and traditional crafts. This paper explores the multifaceted living heritage of women in Rajasthan, examining their historical and traditional roles, cultural practices, social structures, and contemporary efforts to preserve their traditions. It highlights women as key custodians and practitioners of intangible cultural heritage, significantly contributing to the region's socio-cultural fabric through folk music, dance, storytelling, rituals, art, and crafts. This research paper addresses the multifaceted and often under-recognised role of women in the conservation of Rajasthan's living heritage. It argues that women are indispensable as both custodians and dynamic agents of change, actively transmitting a rich tapestry of intangible cultural assets, from folk arts and rituals to oral traditions and handicrafts. This study intends to discuss women's roles in three areas: women as custodians and home cultural tradition keepers; women who work in crafting artefacts in two capacities, first as art creators and second as performers showcasing folk song, dance, etc. The third domain is entrepreneurship, which breaks down the financial and cultural barriers that the other two domains endure. It additionally reinforces the other two domains with creativity and authenticity in response to contemporary demands. The study concludes that the future of Rajasthan's living heritage is inextricably linked to the empowerment of its female practitioners, and its sustainability depends on a conscious effort to strengthen women's collectives, invest in education, and ensure political representation at the grassroots level. There is a need for more research on the long-term impact of digitalisation and commercialisation on the authenticity and intricacy of traditional crafts. As artisans adapt their products for a global market, the question of whether this compromises the essence of the craft is a critical area for future study.

The Impact of Property Technology on Real Estate Investment Performance in Ghana

Roshel Ayimaa — 2025-10-03

This paper investigated the impact of Property Technology (PropTech) on real estate investment performance in Ghana, addressing the critical lack of empirical evidence linking PropTech adoption to financial outcomes in emerging markets. The objectives were to assess how PropTech tools influence key investment metrics and to examine the challenges and opportunities associated with their integration. A systematic review methodology, guided by PRISMA 2020, was employed to synthesize findings from 48 peer-reviewed and grey literature sources. The analysis revealed that while technologies such as AI, blockchain, and smart platforms improved transparency, efficiency, and investor trust, their adoption remained limited by institutional, infrastructural, and regulatory barriers. Crucially, the review found that AI-driven tools showed potential for accurate rental price forecasting, and blockchain-based land registries could significantly reduce title disputes; however, their direct impact on quantitative outcomes like Return on Investment (ROI) and rental yields remains under-documented in the Ghanaian context. The paper concludes with targeted recommendations for policymakers, including the development of a national PropTech innovation framework and blockchain-backed land reforms, and for investors, highlighting the need to adopt data-driven tools to mitigate risk and enhance returns. It underscores the novelty of linking PropTech tools to performance outcomes and calls for longitudinal, impact-driven research to bridge the gap between technological potential and measurable financial gains.

Reforming Education at Scale: A Critical Review of NEP 2020 and Its Global Significance

Versha Rani — 2025-10-03

India’s National Education Policy (NEP) 2020 constitutes one of the most ambitious public-policy overhauls in the country’s recent history, aiming to reconfigure the full education lifecycle from early childhood through higher education. This paper intends to evaluate the economic agenda of NEP 2020 and its internal and external consequences. This extended review synthesises peer-reviewed research, institutional reports, and empirical analyses published between 2020 and 2025 to evaluate NEP 2020’s modernisation agenda and its potential domestic and international consequences. The paper employs a thematic synthesis approach, examining five interrelated domains: (1) teacher education and professional development, (2) higher education governance, multidisciplinary programs and internationalization, (3) curriculum and assessment reform oriented towards competencies and foundational learning, (4) digital education, EdTech adoption and equity implications, and (5) inclusivity with special attention to language policy and marginalized groups. Key findings indicate that NEP 2020 policy advances global trends in digitalisation and internationalisation but risks exacerbating inequity, uneven readiness, and fiscal strain— multidisciplinary undergraduate programs, flexible credits and pathways, a stronger role for technology, and explicit encouragement of cross-border partnerships — while foregrounding India-specific goals such as mother-tongue foundational instruction and large-scale inclusion. However, the literature also highlights substantial implementation risks: uneven state readiness, fiscal pressures, limited teacher-training capacity, the digital divide, and potential marketisation that could deepen inequities if not counterbalanced by public safeguards. From a global perspective, NEP 2020 may reshape student mobility patterns, stimulate inbound institutional partnerships, and contribute empirical lessons to comparative education on how very large, multilingual systems attempt modernisation at scale. The review concludes with targeted policy recommendations: phased, evidence-based rollout with pilots; major investment in teacher capacity and digital infrastructure coupled with equity protections; strengthened, transparent regulatory and accreditation mechanisms for internationalisation; and robust monitoring systems to track learning, employability, and inclusion outcomes. The review provides comparative lessons on behalf of other developing countries going through large-scale education reform.

E-Learning in Higher Education during COVID-19: Experiences, Challenges and Lessons from Cameroon

Numvi Gwaibi — 2025-10-08

This paper examines how the COVID-19 pandemic exposed significant vulnerabilities to external threats by most states and how the subsequent lockdown measures that were designed to stem the tide of the virus negatively impacted society and the economy worldwide. The paper also demonstrates how the lack of preparedness by states to meet up with the sudden and unexpected challenges posed by the virus impacted higher education. Research for the paper was conducted principally via desktop review involving policy documents on e-learning in higher education, archival materials, journal articles, scientific reviews, web sources as well as the researcher’s experiences and observations during the pandemic. Findings reveal that before the pandemic, Cameroon’s Ministry of Higher Education was pushing for hybrid education via online and on-site lessons. However, this process was largely in its gestation phases when the pandemic struck, prompting the full-blown but premature shift to emergency remote learning, leading to a number of challenges notably: the precipitate redesign of course contents, lesson plans and methods of delivery; the acute shortage of networking and computing resources for both educators and learners. These logistical and internet connectivity challenges meant that lecturers resorted to uploading text, typed documents, or even photos into WhatsApp forums instead of the University learning management systems. The pandemic further exposed a widening digital divide which is said to have negatively impacted students and educators from poor backgrounds.

Are We Truly Inclusive? A Literature Review on Accessibility and Teacher Preparedness of Government Schools

Rinku Nath — 2025-10-08

Inclusion in education is a core principle that provides equal access to learning opportunities for all students, regardless of their abilities or disabilities. This thematic review examines the accessibility of government schools and teacher preparedness in creating an inclusive learning environment. By assessing current studies, policies, and frameworks, this research identifies the most profound challenges encountered by students with disabilities, including infrastructural barriers and teachers' lack of preparation. The study employed a literature review method to evaluate accessibility and teacher preparedness for inclusive education in government schools. The research encompassed studies published between 1994 to 2024, sourced from various academic databases. Findings reveal significant improvements in enrollment and retention; however, despite advocating for inclusive education, implementation gaps persist at the training and resource distribution levels. Research emphasizes the necessity of holistic policy changes, better teacher development programs, and greater investment in accessibility features to make government schools inclusive in reality.

Education for Sustainable Development (ESD) as a Pedagogical Framework in the Context of NEP 2020: Bridging Policy Vision with Sustainable Educational Practices

Subhashree Subhasmita Pattnaik — 2025-10-10

The National Education Policy (NEP) 2020 envisions a holistic, inclusive and future-ready education based on Indian culture and responsive to global challenges. Education for Sustainable Development (ESD) complements such vision by nurturing learners to develop critical thinking, act with responsibility, and actively contribute to society and the environment. This paper aims to explain how ESD aligns with NEP 2020, through a critical review and analysis of literature around ESD, supported by themes identified in NEP 2020. Seven dimensions are recognised: multidisciplinary education, learner-centred pedagogy, 21st century competencies, inclusive education, life skills education, global citizenship, and quality education. In summary the results demonstrate that NEP 2020 provides structural reform, while ESD provides pedagogy and practices that are action-based and participatory, allowing learners to connect their learning in the classroom with sustainability challenges in the real world. Despite challenges such as exam-driven systems and teacher capacity limitations, ESD in education can create transformation and future readiness by cultivating socially responsible and sustainability-literate learners as intended in NEP 2020.

Challenges of Adult Learners in Cooperative Learning with Younger Peers in Higher Education

Leonard C. Manuel — 2025-09-19

Due to the advent of techno-social trends, the intergenerational learning gaps are expanding that influence the cooperative learning. Considering this context, this qualitative research, employing the case study design, aimed to describe and explore the challenges encountered by the mature learner in higher education and their coping approaches during their cooperative learning engagement with their younger counterparts. The study involved ten adult students enrolled at the Ilocos Sur Polytechnic State College, Santa Maria Campus and who were purposefully selected to share their narratives and participate in the semi-structured interview. Thematic analysis was employed to analyze the qualitative data. The Andragogy or Adult Learning Theory was used as basis in the study as it tried to understand the context and experiences that influence adult learning. Furthermore, cooperative learning theory, stemmed from social constructivism, was considered to understand the behaviors of the matured learners in a heterogeneous group. Based on the analyzed data, two themes were central in the discussion: (1) Age Gap as a Factor of Disengagement; and (2) Improving Oneself Academically. The study revealed that the participants’ age difference from their younger peers is one factor for their active engagement academic with them. They relayed that they have setbacks in contributing during group work, believing their knowledge was outdated and that they struggled to keep up with modern academic trends. Despite these challenges, they demonstrated strong self-determination and motivation to enhance their academic skills to better collaborate with younger peers. These findings suggest the need for colleges to adopt a pedagogy of transparency, fostering inclusive and supportive learning environments that encourage all students to actively engage in their educational progress.

The Implementation of Inclusive Education Strategy in Enhancing Equity Provision of Education in Public Secondary Schools in Mvomero District, Tanzania

Said Athumani Said — 2025-09-19

Aims: The aim of the research was to assess the implementation of the inclusive education strategy in enhancing equity in the provision of education in public secondary schools in Mvomero District. The study was guided by four specific objectives, which included to examine the completion rates for students with special needs in secondary schools, to assess the availability of supportive services and teaching/learning materials for students with special needs, investigate and identify the challenges encountered by teachers and students in the implementation of inclusive education in secondary schools, and to suggest some more measures to be taken.

Study Design: The study followed a convergent research design.

Place and Duration of Study: This study is situated in the Morogoro region, particularly within selected secondary schools that cater to children with special needs and disabilities in the Mvomero District. A total of nine (9) public schools participated in the research. The chosen schools appear to encounter challenges that hinder students with special needs from receiving an adequate education, between October 2024 and July 2025.

Methodology: In order to fulfil the objectives, study used pragmatic research philosophy and a mixed research approach. Data was collected through the use of questionnaires, in-depth interviews, focus group discussions (FGDs), and observations.

Results: The finding of this study implies that the completion rates for students with special needs appear depressed by pervasive barriers to entry and persistence. Physical obstacles, resource shortages, and inaccessible instructional programs discourage both families and students from pursuing secondary education. The availability of supportive services and teaching and learning materials remain severely limited. The stark gap between policy rhetoric and classroom reality: teachers struggle to share single Braille volumes among dozens of learners, and district officers lament the lack of ring-fenced funds to procure text-to-speech software or manipulatives. Both teachers and students encounter a constellation of challenges in implementing inclusive education. Qualitatively, educators described burnout from balancing heavy timetables with individualized instruction, while students with disabilities recounted exclusionary seating, inaccessible facilities, and limited peer support.

Conclusion: The study concludes that by designing learning environments that accommodate the full spectrum of student abilities, inclusive education can remove long‐standing barriers faced by learners with disabilities and those from marginalized backgrounds. Effective implementation has the potential to yield stronger academic achievement, richer social engagement, and a fairer distribution of educational opportunities. Also, the study recommends that inclusive-education policies must be aligned with international conventions and backed by clear operational guidelines. A robust monitoring and evaluation system incorporating school-level KPIs, periodic audits, and a grievance-redress mechanism will facilitate accountability and continuous improvement. Roles and responsibilities should be delineated across ministry, district, and school management teams to guarantee that inclusive strategies receive consistent leadership and oversight.

Resilience and Coping Strategies in the COVID-19 Pandemic: A Study of Exchange Students in the Framework of the Internationalization of Higher Education

Miriam Aparicio — 2025-09-20

This article is part of the research conducted with exchange students who were engaged in International Academic Mobility (IAM) within the framework of Higher Education Internationalization (IHE) Programs during the COVID-19 pandemic (academic year 2020). The pandemic had diverse effects (health, economy, education, public policy, science) and at different levels: individuals, institutions, and contexts, constituting a challenge, mainly due to the lack of skills, the lack of resources, and difficulties in carrying out online activities. Here, we focus on the psychosocial aspect and the resilience competency and related coping factors. The objective is to observe which processes exchange students primarily used in the face of the emergency and what role resilience played, among other coping strategies. According to the literature, this variable is central to dealing with the uncertainty of the future. Quantitative and qualitative methodologies were used. The techniques employed were institutional listings and a semi-structured survey. Pedagogical-institutional factors were observed in the first; the semi-structured survey included basic, socio-cultural, pedagogical-institutional, and psychosocial factors. Qualitative techniques included semi-structured interviews on various topics, using hierarchical recall and short life stories. In this article, we focus on qualitative analysis. The sample consisted of exchange students who arrived at the National University of Cuyo (UNCuyo, Argentina) and left UNCuyo for other countries, primarily in Latin America, despite the existing difficulties. The analysis strategy was macro/meso/micro/macro because it involves the dynamic interplay of subjects, institutions and macro social-political-economic factors in their sustained interaction, according to the author’s sui generis systemic theory. Main findings: a) Resilience and coping strategies emerge as key factors that enabled people to cope with adversity during the pandemic; b) The implementation of behaviors that demonstrated the presence of these factors – analyzed through the perspectives of the exchange students – shows that these skills are developed through experiences outside of the university. Implications: The results encourage institutions and those responsible for international cooperation programs to revalue social competencies within the framework of international mobility programs and within the university itself; secondarily, they highlight the need to recover good practices and define protocols for action.

Implementing Higher Order Thinking Skills in High School Economics: Evidence from Tomini Bay Coastal Schools

Jildan M. Husain — 2025-09-20

This study aims to analyse the application of Higher Order Thinking Skills (HOTS) in Economics learning in high schools in the coastal area of Tomini Bay, identify the challenges faced by teachers in teaching HOTS-based Economics, and analyse strategies that can be applied to overcome these challenges. This study uses a qualitative method with a phenomenological approach. The research locations include State Senior High School 1 Batudaa Pantai, State Senior High School 1 Biluhu, and State Senior High School 1 Bilato. The research was conducted from April to June 2025. This study employs a qualitative, phenomenological approach to explore the meaning of participants' experiences related to the implementation of learning based on Higher Order Thinking Skills (HOTS). Data collection was conducted through observation, interviews (with teachers, 11th-grade students, school principals, and supervisors), and documentation, and was explained using the stages of bracketing (epoche), horizontalization (noema), phenomenological reduction (noesis), and intersubjectivity according to Edmund Husserl's concept. The results showed that the application of HOTS in economics learning had begun to be implemented by teachers, such as through group discussions in the learning process. However, there were still several obstacles to its implementation. These obstacles included challenges such as limited understanding and skills among teachers in applying innovative learning, difficulties in developing HOTS-based questions, and limited school facilities and resources. To overcome these obstacles, teachers can implement strategies such as using innovative learning models, developing HOTS-based questions, and utilising digital technology such as online learning, interactive videos, and economic simulations.

A Comparative Study of Chemistry Students' Performance in Chemical Kinetics Using Higher Order Thinking Laboratory and Inquiry Approaches

Ogechukwu Uzoamaka Emma-Iwuozo — 2025-09-22

This study examined the impact of Higher Order Thinking Laboratory Strategy (HOTLS) and Inquiry Strategy (IS) in Senior Secondary School Students’ Academic Performance in Chemical Kinetics in Makurdi metropolis of Benue State, Nigeria. Three research questions guided the study while three hypotheses were formulated and tested at 0.05 level of significance. The study employed non-randomized pre-test post-test quasi-experimental design. The population comprised 2,145 Senior Secondary Two students offering Chemistry while 136 students were drawn as sample. Chemical Kinetics Performance Test was adapted for this study. Research questions were answered using mean and standard deviation while the null hypotheses were tested with Analysis of Covariance (ANCOVA). The findings of the study revealed that students taught Chemical Kinetics with HOTLS differed significantly in their mean performance scores when compared with those taught using Inquiry Strategy while there is no significant difference in the mean performance scores of male and female students taught with HOTLS. However, there is significant difference in the mean performance scores of male and female students taught with Inquiry strategy. The study has contributed a pedagogical approach that stimulates students’ engagement in learning science by doing using hand-on-minds- on activities that equips them with practical skills, problem-solving ability, and overall academic performance and gender friendliness in Chemistry. We recommend that Chemistry teachers should use HOTLS to teach Chemistry to improve academic performance of students.

Teacher Strategies, Learning Environment and Student Achievement: Motivation as a Mediating Factor

Asriyanti Maridji — 2025-09-23

This study aims to analyze the influence of teacher strategies in integrating character values and the learning environment on student learning outcomes, with motivation as a mediating variable. The study was conducted using a quantitative approach through a causal survey design. The study population included 137 seventh-grade junior high school students in Bone District, Bone Bolango Regency, with a sample of 95 students determined using a purposive sampling technique. Primary data were collected through questionnaires, observations, and learning outcome tests, while secondary data were obtained from school documents and grade archives. The research instruments were tested for validity and reliability, then analyzed using path analysis. The results showed that integrated learning strategies with character values had a significant and direct effect on student learning outcomes. The learning environment had a significant effect on motivation. However, it did not have a direct effect on learning outcomes. Student motivation was in the outstanding category, but it was not proven to be significant as a mediating variable between teacher strategies, the learning environment, and learning outcomes. Simultaneously, teacher strategies and the learning environment explained 65.9% of the variation in motivation, while the combination of both with motivation only explained 26.8% of the variation in learning outcomes. This study concluded that character-based teacher strategies were a direct determinant of increased academic achievement, while the learning environment played a significant role in strengthening motivation. The primary significance of this study is to provide empirical evidence that character-based learning needs to be supported by meaningful instructional designs such as active learning, project-based learning, and formative assessment so that motivation can be converted into tangible achievements.

The Effect of Implementing an Ethno-chemistry Book Integrated with AR on Students' Learning Motivation

Leony Sanga Lamsari Purba — 2025-09-23

Introduction: Modern science education faces a major challenge in maintaining student interest and motivation, especially in abstract subjects like chemistry.

Objectives: To analyze the effect of implementing an ethnochemistry textbook integrated with Augmented Reality (AR) technology on student learning motivation.

Methods: A quasi-experimental research design with a non-equivalent control group approach was used in this study. The research sample consisted of 71 grade 10 students divided into an experimental group (n=36) using an ethnochemistry textbook and a control group (n=35) using a conventional textbook. Learning motivation data were collected through questionnaires administered before and after treatment.

Results: The results of the descriptive analysis showed that the average learning motivation score of the experimental group (81.90) was significantly higher than that of the control group (71.21). Statistical testing using the Independent Sample t-test showed or revealed that the difference was statistically significant (t(69)=5.798, p<0.05). The results of this study concluded that the implementation of an ethnochemistry textbook integrating local wisdom and AR is effective in increasing student learning motivation.

Impact: This research presents an innovative model for the development of chemical materials. Its impact is to provide an empirical basis for curriculum developers and teachers to adopt and design textbooks that integrate cultural elements (ethnoscience) with digital technology (AR) to enhance more engaging and meaningful learning experiences.

Scrolling into Self-objectification: Social Media’s Influence on Young Women’s Body Consciousness in Punjab, India

Shaweta Miglani — 2025-09-24

The present research scrutinized the association of social media use with self-objectification and dimensions of body consciousness, namely, body surveillance, body shame, and appearance control beliefs, among young adult females in Punjab, India. A group of 180 college students aged between 18 and 25 participated by completing three standardized self-report questionnaires, namely, the Bergen Social Networking Addiction Scale (BSNAS), the Self-Objectification Scale by Noll and Fredrickson (1998), and the Objectified Body Consciousness Scale (OBCS) by McKinley and Hyde (1996). Descriptive statistics (Mean and Standard Deviation) and Pearson’s product-moment correlation were conducted using SPSS. The analysis revealed strong positive correlations between social media use and self-objectification (r = .765, p < .01), as well as with the three components of body consciousness: body surveillance (r = .860, p < .01), body shame (r = .701, p < .01), and appearance control beliefs (r = .793, p < .01) Results are interpreted through the lens of objectification theory and contemporary media dynamics, underscoring the need for targeted educational and psychological interventions to mitigate the adverse effects of appearance-focused media exposure.

Investigating the Impact of 3D Model in Finding the Volume

Gelly Beth B. Bacus — 2025-09-24

This action research investigated the effectiveness of three-dimensional (3D) models in enhancing the understanding of Grade 4 students in volume, particularly in calculating the volume of rectangular prisms. Grounded in Piaget's theory of cognitive development, the study emphasized the value of hands-on learning during the concrete operational stage of cognitive development. Conducted at San Rafael Integrated School during the 2024–2025 school year, a quasi-experimental design was employed, involving 60 students divided into two groups: a control group and an experimental group. The control group received traditional instruction, while the experimental group was taught using physical 3D models. Results showed that while both groups scored below expectations in the pre-test, the experimental group demonstrated significantly greater improvement in the post-test (x̅ = 9.83) compared to the control group (x̅ = 6.93). This comparison was based on the mean increase in scores from the pre-test to the post-test, highlighting the impact of the 3D model intervention on student performance. A statistically significant difference was confirmed (t = 3.329, p = 0.002), and a large effect size (Cohen’s d = 0.860) indicated a strong positive impact of the intervention. In practical terms, an average student at the 50th percentile could advance to the 81st percentile when taught using 3D models—outperforming 81% of peers, compared to just 50% without the intervention. These findings highlight the pedagogical value of 3D models in enhancing spatial reasoning and conceptual understanding in mathematics education.

Local Tourism-Based Economic Transformation through Creative Education, Digitalization and MSME Collaboration: A Case Study of Danau Perintis

Sintian Wahidji — 2025-09-24

This study aims to analyze the effect of creative economy education, digital marketing, and MSME collaboration on local economic growth in the Perintis Lake tourist area, Bone Bolango Regency. The background of this study is based on the urgency of integrating non-physical strategies in tourism development, particularly in the context of secondary tourist destinations that have not been widely researched. This study uses a quantitative approach with a survey design, involving 100 MSME actors as research samples. Data were collected through field observations, Likert scale questionnaires, and documentation, then analyzed using multiple linear regression with the help of SPSS.

The results of the study show that the overall independent variables of creative economy education, digital marketing, and MSME collaboration show a growth of 58.1%. This indicates a positive and significant impact on the local economy. Based on the beta coefficient, it shows that the variable with the most dominant influence (β = 0.412) is followed by creative economic education (β = 0.302) and digital marketing (β = 0.194). It can be concluded that an integrative approach is important in the development of tourism-based economies. Its academic contribution lies in filling the literature gap with a synergistic analysis model, while its practical contribution provides a basis for formulating policies based on the empowerment of local MSMEs.

Preservice Teachers’ Assumptions and Motives to Become Teachers: Hope and Professionalism

Shadrack Ernest Mwakalinga — 2025-09-24

This study investigated how preservice teachers view the teaching profession. The study was guided by two theories, namely: Self – determination theory and Hope theory. Qualitative and quantitative methods of data collection were employed whereby questionnaires, focus group discussions and interviews were the tools of data collection. The study come-up with the major findings that preservice teachers assumes teaching is a noble and valued profession that plays a critical role in determining the destiny of the country. Nonetheless, issues with work-life balance and job security were discovered. Teaching, according to the study is motivated by passion and hope. Also, respondents argued that ethical behaviour, teamwork, accountability, and continual professional growth are essential components of the teaching professional. From the study findings, preservice teachers are conscious of the challenges they face and suggest improving mentor-ship, integrating training with classroom practices, developing professional intelligence and cultivating a more comprehensive professional identity.

Pilot Testing a Student Assessment Instrument for Outdoor Education Leadership Competencies in Malaysian Teacher Education Institutes

Asro Othman — 2025-09-25

This pilot study was conducted with the main objective of evaluating the reliability and initial validity of a newly developed student assessment instrument designed to measure the competencies of outdoor education program leaders in the Malaysian Institute of Teacher Education (IPGM). A purposive sample of 50 Physical Education trainee teachers participated in the study. The instrument consisted of 36 items based on the Brick Wall Model, which encompasses four main domains: foundation skills, hard skills, soft skills, and meta-skills. Data were analysed using SPSS, focusing on internal consistency reliability through Cronbach’s Alpha. Findings indicated that all four domains achieved coefficients above the threshold of 0.70, as recommended by Nunnally and Bernstein (1994). The overall instrument reliability was 0.83, confirming satisfactory to high levels of internal consistency. These results highlight that the instrument is sufficiently robust for use in the main study and contributes to systematic, student-based evaluation of outdoor education leadership competencies within teacher education in Malaysia.

Role of Technology in Fostering Students’ Self-Employment Skills through Eco-Schools Programme’s Practices in Public Primary Schools in Mvomero District, Morogoro

Philemon Sokime — 2025-09-25

This study focused on role of technology in fostering students’ self-employment skills through eco-schools programme’s practices in public primary schools in Mvomero District, Morogoro. The study used a pragmatic philosophy with a convergent research design under a mixed research approach guided by the Technology Acceptance Model (TAM). The study further collected data from ninety-eight (98) respondents using purposive sampling technique, simple random sampling technique, and stratified sampling technique. Descriptive statistical tests were employed for quantitative data, and thematic analysis procedures were used to analyze qualitative information. The study found that technology enhances self-employment skills among Eco-Schools students by improving communication, supporting teacher training, and promoting practical innovations like recycled drip irrigation. However, a major barrier is the severe shortage of technological tools in schools, which limits equal access to digital skills and hands-on experiences. The study concluded that technology significantly promotes self-employment skills in the ESP through improved communication, professional development, and practical innovations. Nonetheless, inadequate technological resources limiting students’ access to essential digital self-employment skills promotion are to be addressed for future self-reliant among learners. Subsequently, the study recommended that the government and relevant educational stakeholders should invest in improving technological infrastructure in public primary schools to ensure equitable access leading to SES promotion skills among students.

Satisfaction on Students’ Services in Davao Oriental State University Cateel Campus

Crisvil L. Andrade — 2025-09-25

This study assessed the level of satisfaction of students toward academic and non-academic services at Davao Oriental State University–Cateel Campus, employing a quantitative descriptive–correlational design. Using stratified random sampling, 307 students from various courses and year levels were surveyed. Findings revealed a high level of satisfaction in both academic services (admission and enrollment, instructional practices, teaching facilities) and non-academic services (administrative support, clinic services, campus security). The highest satisfaction scores were observed in the cleanliness of clinical facilities and the professionalism of faculty, while the lowest were in enrollment procedures and annual physical checkups. Statistical results showed no significant difference in satisfaction across courses, but a significant difference was found across year levels. The study concluded that effective service delivery contributes significantly to student satisfaction and emphasized the need for continuous improvement in both academic and support services. Recommendations include enhancing administrative procedures, improving feedback mechanisms, and upgrading instructional and support facilities to sustain and increase student satisfaction.

Implementing Interactive Techniques in Science Subjects: A Study of Public Secondary Schools, West “A” District, Zanzibar, Tanzania

Shuwena O. Khamis — 2025-09-25

The application and effectiveness of teacher-student interaction teaching techniques are towards enhancing students’ academic performance as well as practical abilities and vocational skills. This study aimed at exploring the implementation of interactive techniques in science subjects in public secondary schools in West A District, Zanzibar, Tanzania. The study employed a pragmatic research philosophy, mixed methods research approach, integrating both quantitative and qualitative data, by using a convergent design, with 150 respondents as a sample size selected using census and purposive sampling from 09 secondary schools. Instruments used to collect data were semi-structured interviews, focus group discussions and questionnaires, with validity and reliability evaluated by using member checking, expert reviews, and Cronbach's alpha statistics. The qualitative data were analysed thematically, and the quantitative data were analysed through Statistical Package for Social Science (SPSS). The study revealed that limited resources (74.5%), time constraints in relation to syllabus coverage (64.7%), large class sizes (68.6%), and lack of teachers’ professional training (56.9%) are the ones among the challenging factors for implementing interactive teaching techniques in secondary schools in science subjects. It was concluded that the observed challenges impede the quality of the teaching and learning process. The study recommended that the government, through the Ministry of Education, Science and Technology, collaborate with other education stakeholders, including Non-Government Organisations and private institutions, to provide schools with more funding to foster an environment that is favourable for effective teaching and learning.

Exploring the Impact of Contextual Factors on Cross-cultural Competence: Evidence from Moroccan Higher Education

Lahcen Ousiali — 2025-09-25

In examining the contextual factors that shape cross-cultural competence in Moroccan EFL settings, the role of institutional structures and national policy frameworks is paramount. Morocco’s higher education system increasingly emphasizes English as a vehicle for globalization, yet the pedagogical infrastructure often emphasizes traditional, exam-driven instruction, grammar, drills, and rote learning rather than intercultural dimensions of language learning. In addition, the context in which cultural competencies are intend to be taught are not fully effective. Many factors hinder the promotion of this skill due to insufficiency or irrelevance.

This study aims to endeavour the role some of the context-related factors that intervene both positively and negatively in the promotion of this skill. It employed an exploratory sequential research design by collecting and analysing qualitative data from 11 university professors. Based on the results, various items were generated and presented to 63 other university teachers in form of a short survey. Qualitative data was approached using content analysis and Max Weber’s Qualitative Data Analysis software (MAXQDA); while descriptive statistics was chosen to analyse quantitative data using Statistical Package for Social Sciences (SPSS). The analysis revealed important findings about the positive influence of factors such as cultural immersion and experiences, cultural background, and multiculturalism in the classroom. Other factors including the teaching materials and recourses, class size, and classroom management are perceived as limiting constraints. The study proposed a number of practical interventions for curriculum designers and policy-makers to develop cross-cultural skills of Moroccan EFL students and to prepare them to thrive strongly in the present globalized and rapidly changing world.

Generation Z and the Reframing of Feminist Ideologies in Africa

Musonda Luchembe — 2025-09-25

Traditional feminist discourse has largely been shaped by Western perspectives, often neglecting the unique sociocultural and historical contexts of African societies. Digital media plays a crucial role in shaping the feminist consciousness of African Gen-Z. There is a need to explore how Gen-Z in Africa is redefining feminist dominance, particularly in relation to digital media, cultural influences, and societal expectations.

This study focused on how Generation Z (Gen-Z) redefine feminist ideologies and gender power dynamics in modern-day African societies. It is anchored on Postcolonial Feminist and Intersectionality Theories. Employing the mixed-methods approach, NVivo data was collected using interviews and quantitative data was collected using a Google Form e-questionnaire from 250 Gen-Z youths (aged 18-25) from five African countries (Nigeria, South Africa, Kenya, Ghana and Zambia), covering both urban and rural areas. The mixed-methods approach allowed for an in-depth exploration of personal narratives, despite also providing measurable trends on feminist ideologies and gender power dynamics across diverse contexts. Data analysis was conducted through thematic, descriptive and inferential statistical data analysis. Results indicate that 68% of respondents in the urban area see feminism as a transformative force towards gender equality. However, 45% of respondents in rural areas link feminism to various forms of empowerment, albeit with uncertainties about its appropriateness in traditional societies. In addition, results reveal that 57% of the Gen-Z participants easily relate to feminist ideologies, thus enabling them to promote gender equity and challenge patriarchal structures. Comparatively, 43% of the Gen-Z participants presented more conservative views, aligning them with cultural and religious norms. Inferential statistics point to a significant positive correlation (r = 0.65, p < 0.05) between exposure to digital media platforms and support for feminist dominance among Gen-Z in urban areas. Furthermore, 62% of the participants who showed feminist dominance also revealed that their perspectives on gender roles had greatly changed in the recent past six years, especially on subject areas of sexual autonomy and leadership equality. The study advocates for the inclusion of progressive feminist perspectives in educational, policy and social discourse to promote an equitable and genderised future across the African continent.

Social Entrepreneurship among Tribal Women in Gajapati District, Odisha, India: Barriers, Opportunities and Pathways to Empowerment

Dauda Gamango — 2025-09-26

This study examines the status of social entrepreneurship among tribal women in Gajapati district, Odisha, across six blocks—Guma, Nuagada, R. Udayagiri, Mohana, Rayagada, and Kasinagar—drawing on primary data from 200 respondents. Using a mixed-methods approach that combined structured surveys, semi-structured interviews, and focus group discussions, the research explores the range of enterprises operated by women, the barriers they face, and the opportunities for scaling up social enterprises. Tribal women were found to be primarily engaged in agriculture-related activities, non-timber forest product (NTFP) processing, handicrafts, tailoring, and petty businesses, often organized through Self-Help Groups (SHGs). The analysis, guided by the Capability Approach, Social Capital Theory, and the Empowerment Framework, shows that while barriers such as limited credit, market isolation, poor infrastructure, and gendered mobility restrictions persist, enabling factors like SHG federations, government livelihood missions, NGO interventions, and emerging digital platforms support women’s entrepreneurial efforts. The study highlights that strengthening SHG federations, promoting gender-sensitive financial products, building structured value chains, and expanding digital inclusion are critical pathways to empower tribal women and ensure inclusive, sustainable development in marginalized regions.

Investigating the Challenges and Self-efficacy Beliefs of Non-mathematics Teachers Teaching Senior High School Mathematics

Vendy Von P. Salvan — 2025-09-26

Teachers assigned outside their specialization often encounter challenges with content delivery, confidence, and self-efficacy. These difficulties have implications not only for teaching quality but also for student learning outcomes. This study investigated the challenges encountered and the self-efficacy beliefs of Non-Mathematics education teachers assigned to teach General Mathematics and Statistics and Probability. Institutional ethical protocols were observed. Employing a descriptive–developmental design, purposive sampling identified 21 participants. Data were collected through a validated survey questionnaire adapted from the Mathematics Teaching Efficacy Belief Instrument (MTEBI) to assess Personal Mathematics Teaching Efficacy (PMTE) and Mathematics Teaching Outcome Expectancy (MTOE), alongside indicators of challenges in content, instructional materials, pedagogy, information and communications technology (ICT) integration, and assessment. Results showed overall high PMTE and MTOE levels; however, teachers reported persistent difficulties in deepening content, preparing instructional materials, integrating ICT, and constructing authentic assessments. Based on the findings, a context-specific training program was developed and subjected to expert validation, yielding a final compliance rating of 96% (“Extremely High Compliance”). The findings suggest targeted professional development prioritizing (a) mathematical content deepening; (b) design of high-quality, contextualized instructional materials; (c) pragmatic ICT integration for mathematics (e.g., spreadsheets, dynamic geometry, statistical software); and (d) authentic assessment, including rubric construction and enrichment for least-learned competencies. The study underscores the need for continuous professional support to strengthen competence among teachers assigned to teach beyond their field of specialization. The study revealed that non-Mathematics education teachers assigned to teach General Mathematics and Statistics and Probability in Agusan del Sur displayed high levels of personal mathematics teaching efficacy (PMTE) and mathematics teaching outcome expectancy (MTOE). This finding affirms Bandura’s Social Cognitive Theory (1977, 1986), which highlights the role of mastery experiences and social persuasion in sustaining teacher efficacy.

Disadvantaged Students in Pithoragarh District Uttarakhand: Socio-Cultural and Educational Perspectives

Sangeeta Pawar — 2025-09-26

India’s diverse socio-cultural landscape faces challenges in balancing cultural preservation with socio-economic development, particularly in geographically remote regions like Uttarakhand. Disadvantaged groups, including Scheduled Castes (SC), Scheduled Tribes (ST), and Other Backwards Classes (OBC), experience systemic and infrastructural barriers to higher education, compounded by economic hardships and geographical isolation. This study explored the socio-cultural and educational perspectives of 232 first-year undergraduate students from eight higher education institutions in Pithoragarh district, Uttarakhand, employing a descriptive survey design. Data were collected using structured Socio-Cultural and Educational Perspectives Scales, analysed through non-parametric statistical methods, including Kruskal–Wallis, Mann–Whitney U, and Spearman’s rank-order correlation tests. Findings revealed no significant differences in socio-cultural or educational perspectives based on caste, family structure, or economic status, indicating shared community and institutional experiences. However, arts and science students differed significantly in educational perspectives, reflecting discipline-specific academic and resource challenges. A moderate positive correlation (ρ = 0.402, p < 0.001) was found between socio-cultural and educational perspectives, suggesting that engagement with socio-cultural practices may enhance students’ educational outlook. The study highlights the need for culturally responsive curricula, stream-specific academic support, and strengthened infrastructure to improve higher education access and outcomes for disadvantaged students in remote hilly regions, promoting both educational equity and socio-cultural identity preservation.

Investigating Facebook as a Tool to Improve English Language Proficiency among Higher Secondary Students in Bangladesh

Ummehani Akter — 2025-09-26

Aims: The study aims to examine the usefulness of Facebook as an effective platform for improving the English language proficiency skills of higher secondary-level students in Bangladesh.

Background: Facebook is the most used social media among students. The primary intention of Facebook use among students is entertainment. Several studies have examined Facebook's role as an educational tool, particularly for language learning, in specific Bangladeshi contexts, including private universities, colleges, and rural institutions.

Methods: This article combines quantitative and qualitative research methods to examine the effectiveness of Facebook in language learning and also the challenges in using Facebook as a language learning platform. The participants are the students of classes 11 and 12 in Bangladesh. A stratified random sampling method has been used in collecting data from 382 students from all over the country. In this study, data were collected through a survey questionnaire consisting of 26 questions among them 23 questions were analyzed including 3 open-ended questions, and 20 were closed-ended using a Google form. The sample size was 382 selected from a population of 50,000, where the confidence level is 95%, and the margin of error is 5%.

Results: This analysis includes descriptive statistics for summarizing some demographic parameters of the participants, cross-tabulations to identify what necessary relationships between some variables are, and correlation analysis to find out what associations are significant for a better understanding of Facebook and English skills. The result indicates that students show a positive attitude, motivation, and confidence towards gaining English language proficiency.

Conclusion: This research describes the effects and challenges of using Facebook to enhance English language skills. The study suggests that, when used strategically, Facebook can be a valuable supplemental resource for learning English. The participants come from various Bangladeshi higher secondary level colleges, and these results apply to specific areas. No data were collected from any public or private university, which is this study’s weakness. Further studies can be done in these areas.

Competence Based Training and Skill Acquisition of Automotive Students in Technical Training Institutes in the Eastern Region of Uganda

Okung Samson — 2025-09-27

The aim of this study was to examine the effectiveness of Competence-Based Training (CBT) in enhancing skill acquisition among automotive students in technical training institutes in eastern Uganda. Specifically, it investigated the influence of instructional resources, infrastructure relevance, human resource capacity, and financial adequacy on students’ practical skill development. A mixed-methods research design was employed, integrating both quantitative and qualitative approaches to provide a comprehensive understanding of the factors affecting CBT implementation and outcomes. The study was conducted in Technical Training Institutes located in Eastern Uganda. Data collection and analysis spanned a defined period aligned with the academic calendar and institutional availability, though the exact duration was not specified.

A total of three hundred forty-one (341) individuals participated, including 288 students, 40 instructors, and 13 administrators, selected through stratified sampling. Questionnaires, interviews, focus group discussions (FGDs), and document analysis were used for data collection. Quantitative data was analyzed using descriptive and inferential statistics with the aid of Mini-Tab 2022 software while qualitative data was thematically analyzed. Validity and reliability was ensured through pilot testing.

On the influence of instructional resources towards CBT, results showed moderately effective (mean = 2.89, SD = 1.28); 75.7% of students used them weekly, but 80.9% faced access challenges. FGDs and interviews confirmed shortages (47% of students, 80% of instructors).

For infrastructure, it was observed that; slightly adequate (mean = 3.24, SD = 1.24); 90.6% of students found it conducive, yet 80% of instructors cited outdated equipment, supported by maintenance logs (60%).

It was also observed that of human resource capacity generally offer support to CBT with (mean = 3.56, SD = 1.10); 77.8% of students noting methodological alignment, but 70% of instructors reported staffing shortages, confirmed by training records.

Finally, financial adequacy was found to be inadequate with mean = 2.84 and SD = 1.32 and 87.5% of students acknowledged its impact on practical training, while 38.5% of administrators lacked funding mechanisms, as revealed through interviews and budget reviews.

The study identified critical gaps in instructional resources, infrastructure, staffing, and financial support that hinder effective skill acquisition under the CBT framework. These findings offer valuable insights for policymakers and educators aiming to strengthen technical education and vocational training in Uganda.

Reading Comprehension and Numeracy Skills Among Grade III Learners in One of The Towns in Iloilo

Aiza Diane C. Libo-on — 2025-09-28

This study examined the reading comprehension and numeracy skills of Grade III learners in the District of Dueñas, Iloilo, for the 2023-2024 school year, providing a basis for the development of instructional modules. Specifically, it aimed to assess learners' reading comprehension and numeracy performance overall and when categorised by parents’ educational attainment, socio-economic status, availability of educational materials, hours spent on problem-solving, and family environment. Employing a descriptive research design, the study involved randomly selected Grade III learners from the district. Data were collected using a 30-item Enhanced Regional Unified Numeracy Test (ERUNT) and the Comprehensive Rapid Literacy Assessment (CRLA) Tool. Statistical analyses included frequency, percentage, mean, standard deviation, the Kruskal-Wallis test, and the Mann-Whitney U test, with a significance level of 0.05. Findings revealed a significant relationship between the learners’ level of reading comprehension skills and their performance in numeracy. The results indicated that reading comprehension skills significantly influence numeracy performance, suggesting that efforts to improve learners' comprehension abilities are likely to enhance their numeracy skills as well, given the strong interrelationship between these two variables.

Enhancing Innovative Teaching in Public Secondary Schools: Evidence from Leadership Practice in Itigi District, Tanzania

Rehema Kingu — 2025-10-03

This study examined the role of school leadership in enhancing innovative teaching practices in public secondary schools in Itigi District, Tanzania. Guided by the Distributed Leadership Theory and a pragmatist research philosophy, the study employed a mixed-methods convergent design, combining questionnaires and interviews with 65 teachers and heads of schools across five secondary schools. The main objective was to enhance innovative teaching in public secondary schools through evidence from leadership practice, while the specific objectives were: (i) to assess the leadership practices of the heads of schools in public secondary schools, and (ii) to analyse the contribution of these leadership practices to innovative teaching strategies. Findings revealed that heads of schools demonstrated strong leadership practices in areas such as goal-setting, monitoring progress, promoting teamwork, and leading by example, which significantly influenced teacher motivation and pedagogical innovation. However, weaknesses were noted in communication, recognition, and participative decision-making, which limited broader teacher engagement. Importantly, leadership influence on technological integration was found to be inconsistent, with inadequate resources, training, monitoring, and strategic alignment constraining ICT adoption and innovative digital pedagogy. The study concludes that while leadership practices in Itigi District positively support innovation, greater emphasis on participative leadership, teacher recognition, structured feedback, and digital capacity-building is necessary. Strengthening these areas would foster sustainable innovation, enhance professional growth, and promote effective technology integration in Tanzanian secondary schools.

Examining the Correlation between Marketing Mix Elements and Customer Satisfaction in Motorcycle Stores

Stephany Claire B. Andrade — 2025-10-03

This study examined the relationship between marketing mix elements and customer satisfaction in motorcycle stores. Using the 7Ps framework—product, price, place, promotion, people, process, and physical evidence—as independent variables, and customer satisfaction indicators such as sales and marketing, financing, and after-sales services as dependent variables, a descriptive-correlational design was employed with 232 respondents. Data were collected through a validated survey and analyzed using descriptive statistics and Pearson correlation. Results showed that all marketing mix elements were rated high to very high, with physical evidence and place receiving the highest satisfaction scores. Financing emerged as the most positively rated satisfaction factor. Correlation analysis confirmed significant relationships between key marketing mix elements—particularly physical evidence, people, and process—and customer satisfaction. The findings underscore that optimizing the marketing mix is crucial for enhancing customer experience and loyalty, offering valuable insights for advancing marketing and customer satisfaction research.

Influence of School Administrators’ Digital Competence on Teachers’ Job Commitment in Public Secondary Schools in Morogoro Municipality, Tanzania

Joyce J. Ntaumenya — 2025-10-03

This study investigated the influence of school administrators’ digital competence on teachers’ job commitment in public secondary schools in Morogoro Municipality, Tanzania. The study adopted a pragmatic and convergent design under a mixed research approach. The sample size was 140 participants, comprising 10 public secondary school administrators and 130 teachers. Whereby purposive samplings were used to get the representatives. Questionnaires and interviews were employed to get the data. Similarly, research experts validated the instruments. The data was analyzed quantitatively using descriptive statistics and thematic analysis for qualitative data. Before actual data analysis, a pre-test was conducted to establish data reliability. The results showed that the digital competence of school administrators has impacted the job commitment of teachers working in the public secondary schools since it facilitated professional growth, teamwork, and the maintenance of a favorable environment and teacher motivation. The study recommended that MoEST should provide training, policy guidance, and digital resources to ensure that secondary school administrators are digitally competent and able to lead effectively.

Assessment of Student Awareness on Employment Opportunities in Sports Sector in Selected Public Secondary Schools in Morogoro Municipal, Tanzania

Nyabwelu G. Mareges — 2025-10-03

These studies assess the level of awareness of students regarding sports employment opportunities in public secondary schools in Morogoro Municipality. The study employed a convergent research design under a mixed approach. Data were collected using questionnaires, interviews, and focus group discussions. The sample size involved 100 students obtained using stratified simple random sampling, while 20 sports teachers and 10 head teachers were obtained using purposive sampling. Quantitative data analysis under descriptive statistics using frequency and percentage. The research instrument underwent pre-testing to ensure validity and established reliability of 0.771 by the Cronbach alpha test, deploying multiple sources to enhance the credibility of the findings. Qualitative findings were analyzed thematically, simultaneously organizing, interpreting, and reporting on non-numerical data. The findings of the study revealed that most students lack awareness of the employment opportunities in the sports sector and have a negative perception due to environmental factors that affect students who pursue the sports sector. The study concludes that a supportive environment is needed in helping students make careers related to sports, investing in sports infrastructure, training programs for students that equip young people with skills in sports management and teachers in guiding students in sports activities. The study recommended efforts and interventions to be made in public schools to impart awareness and nurture sports employment opportunities.

Assessing Industry Employer Involvement in Enhancing Quality of Training in Ugandan TVET Colleges

Loy. K. Abaine Muhwezi — 2025-10-04

This study assessed the role of industry employer involvement in enhancing the quality of Technical and Vocational Education and Training outcomes in public colleges in Uganda. Grounded in Human Capital Theory, the study adopted a mixed methods design and stratified random sampling with a lottery and purposive approaches. A closed-ended questionnaire was used to collect data from 102 trainers, and was analysed using SPSS version 25 to generate both zero-order correlations and regression results. Interviews and focus group discussions facilitated data collection from 13 college managers, 8 industry managers, and 68 trainers respectively. The findings from quantitative data show that industry employers enhanced quality of TVET through curriculum development (mean = 3.8056, SD = 0.98780) and review (mean = 3.7222, SD = 1.06443) to align training with labour market needs. The correlation analysis revealed a significant positive association between industry employer involvement and TVET outcomes (r=0.623; P<0.01) and a significant positive influence on TVET outcomes (Beta=0.623; P<0.01). Qualitative findings analyzed in NVivo 15 revealed five themes of employer participation; industrial attachments, curriculum development and review, partnerships with practitioners and professional bodies, collaborative community-based training projects, and awareness creation. The study concludes that employer involvement in TVET activities substantially enhances quality outcomes in Ugandan TVET colleges. However, involvement remains uneven, with limited employer contributions to infrastructure, scholarships, and governance structures. The study recommends clear policy frameworks and guidelines that encourage the establishment of formal partnership agreements, addressing systemic and policy challenges and improving communication and collaboration between TVET institutions and industry.

Smartphone-Based Immersive Videos in Elementary Level: Effects on Science Learning Achievement and Critical Thinking

Laxmidhar Muduli — 2025-10-04

This study investigates the impact of smartphone-based immersive videos on science learning achievement and critical thinking among elementary students. The objective was to examine differences in students’ performance before and after virtual exposure and to compare outcomes between control and experimental groups. A true-experimental pretest–posttest control group design was employed. The population comprised Class V students of government elementary schools in Odisha, with the accessible population limited to Cuttack city. Using a simple random sampling technique, one school was selected, and all 60 students in a single section of Class V participated. Instructional content covered two units of the science curriculum: Forest, Erosion of Soil and Water Pollution, and Air Pollution. Data were collected using a researcher-developed science learning achievement test and the standardized New Jersey Test of Reasoning Skills/Critical Thinking. Descriptive statistics and independent-sample t-tests were used for data analysis. Findings revealed that the experimental group significantly outperformed the control group in science achievement after exposure to smartphone-based immersive videos, demonstrating the positive effect of immersive, low-cost technologies. However, no significant difference was observed in critical thinking skills, likely due to the short intervention period of 10 days. The study is limited by its small sample size, single-school setting, and short duration, warranting caution in generalization.

Drama as a Pedagogical Tool for Attitudinal Change: Evidence from Selected Nigerian Tertiary Institutions

Adekunle Oludare Adeniyi — 2025-10-04

Despite various educational and social interventions, concerns about social vices like cultism, drug abuse, violence, intolerance, and apathy toward education persist. This is why, innovative approaches such as the use of immersive and participatory arts like theatre offer the possibility of igniting empathy, reflection, and positive reorientation. Guided by Social Learning Theory and the Theory of Planned Behavior, this study adopts a mixed-method design to investigate the impact of stage drama on students’ attitudes. A total of 400 students were randomly sampled after watching a stage drama produced and performed in two institutions. Data were collected through structured questionnaires and key informant interviews. Descriptive statistics revealed consistently high mean ratings across all items (M = 4.20–4.65 on a 5-point scale). For instance, 95% of respondents agreed that the drama changed their view on cultism (M = 4.54), 97% affirmed its influence on avoiding risky behavior (M = 4.55), and 100% recommended drama over lectures for attitudinal change (M = 4.65). Thematic analysis further emphasized the drama’s cultural relevance, emotional depth, and reflective value. Findings confirm that stage drama significantly enhances students’ understanding of social vices. Participants specifically affirmed its cultural relevance and effectiveness compared to lectures alone. Insights from qualitative analysis emphasized the emotional depth and reflective value of the play. The study argues that drama is a viable pedagogical strategy for promoting attitudinal change.

The Role of Community Involvement in Enhancing Teacher Commitment: A Study of Public Secondary Schools in Mvomero District, Tanzania

Jumaa Mohamedi — 2025-10-04

Active parental involvement in school activities and events is essential since it strengthens the bond between home and school, supporting the child's academic and social growth and offering a platform for parents to participate actively in their child's educational journey. This study examined the impact of parent involvement on teachers' commitment in Public Secondary School in Mvomero district, Tanzania, guided by Vygotsky’s sociocultural theory. A mixed-method research approach with a convergent design was used. Researchers gathered data from 11 secondary schools, involving 118 teachers, 11 head teachers, 1 District Academic Officer (DAO), and 22 parents, totalling 152 participants. The researchers employed a mix of purposive sampling, simple random sampling, and convenience sampling to select district officers, teachers, and parents. Various tools were employed to collect data, including questionnaires for teachers and interview guides for district education officers and parents. Descriptive statistics, such as mean scores, frequencies, and percentages, were used to analyse the data. The results showed that strong partnerships between schools and communities, particularly through parent-teacher associations, significantly boost teacher commitment and improve student outcomes. High community involvement was associated with improved student attendance, discipline, and academic engagement, as well as increased teacher motivation and effectiveness. However, the study also highlighted disparities in parental engagement, particularly between boarding and day schools, underscoring the need for policy changes to ensure equitable support across different types of schools. In conclusion, the study emphasised that shared responsibility among schools, families, and communities is vital for enhancing educational quality and sustaining performance. It recommends that district education officers design, formalise, and empower School Parent Associations (SPAs) to take an active role in academic planning, decision-making, and teacher motivation initiatives.

Critical Thinking Skills and Mathematics Performance of Teacher Education Students

Milgie B. Jesto — 2025-10-04

This study examined the link between critical thinking skills and mathematics performance among students in a teacher education program using a descriptive‑correlational design. A total of 106 respondents participated through an adopted Critical Thinking Questionnaire (CThQ). Results showed that most students had average to high levels of critical thinking, while only a few scored low. In terms of mathematics, many students performed at a good level, with some attaining superior performance. Correlation analysis confirmed a significant relationship between critical thinking and mathematics performance. Regression analysis further indicated that critical thinking skills significantly influence mathematics performance. These findings point to the importance of strengthening critical thinking as a pathway to better mathematics achievement.

Impact of Augmentative and Alternative Communication Devices in Promoting Reading Skills in Pupils with Multiple Disabilities in Primary Schools in Morogoro Municipality, Tanzania

Farahan S. Kibayasi — 2025-10-04

This study investigated the impact of Augmentative and Alternative Communication (AAC) technology on improving reading skills among children with multiple disabilities in primary schools within Morogoro Municipality, Tanzania. The study was driven by limited access to, and use of, AAC technologies in inclusive learning despite evidence that they enhance literacy and communication outcomes. It was guided by Constructivist Learning Theory and Universal Design for Learning (UDL) and employed a mixed-methods design with questionnaires and interviews of general and special education teachers. By its findings, it was established that most of the teachers had a positive attitude towards AAC devices and exhibited moderate use of AAC devices in instructional practices. AAC devices were found to improve reading fluency, comprehension, and reading material interest of the students considerably. Nevertheless, effective usage of the devices was stifled by certain factors like technical issues, lack of training, limited finances, and unsatisfactory systems of support. The study establishes that the devices hold promising support to inclusive education, though it is imperative to overcome contextual and systemic challenges in an attempt to bring out their benefits to the fullest. It recommends increased funding for teacher training, offering the devices, and policy integration to facilitate students with multiple disabilities to achieve literacy skills.

Statistical Literacy among MAEd Students: A Needs Assessment for A Professional Development Program in Research Statistics

Maria Teresa T. Garcia — 2025-10-06

This study assessed the current level of statistical literacy among graduate students in Educational Management and identified methods to improve their statistical competencies and professional development. The study employed a quantitative design incorporating descriptive, general correlational, and developmental approaches. It involves 43 Master of Arts in Education students specializing in Educational Management at Ilocos Sur Polytechnic State College, Sta. Maria Campus, during the June to July, 2025, selected through total enumeration. Data were collected by a 60-item assessment test designed to evaluate statistical literacy in the understanding, interpretation, and application of statistical concepts, in addition to a researcher-made survey questionnaire intended for identifying areas of difficulty and perceived professional development needs. Statistical tools used include frequency, rate, mean, and Spearman Rho correlation. Results demonstrated a satisfactory level of statistical literacy. However, respondents specified understanding basic concepts, interpreting data, and reporting results as the most challenging areas. Findings also demonstrated a significant gap for professional development in research statistics, with statistical literacy significantly associated with the ability to interpret and apply concepts. The study suggests that specialized interventions, such as professional development programs and hands-on training, could increase students’ understanding of statistical principles and application abilities, thereby improving both academic success and professional competence.

The Effect of Servant Leadership on Organizational Commitment with the Mediation Role of Trust in Managers

Babak Nemati — 2025-10-06

Introduction: Organizations and managers are fully aware that they are facing a fast and complex change and this unknown movement towards the future is accompanied by the demand of people for more participation at all organizational levels and surprisingly changes the perceptions of leadership, especially in communication roles

Aims: Attention to the subject of servant leadership has increased in recent years, and various commercial, non-profit, educational, and government organizations have used the principles of servant leadership to manage their organizations. The main goal of this research is to measure servant leadership on organizational commitment with the mediating role of trust in high school principals in Tehran province.

Theoretical Framework: Servant leadership is considered as an important variable in creating understanding, developing, and maintaining trust in the organization. Also, the results of Layden et al.'s (2023) research showed that servant leadership is an important predictor for social civic behavior, intra-job performance, and organizational commitment and has a positive effect on social civic behavior.

Place and Duration of Study: The statistical population of this research is 750 employees and principals of high schools in Tehran province, and 211 people were selected by cluster method using the limited population formula.

Methodology: The research tools are three servant leadership questionnaires from the article of Wang and Zhen, 2014, Allen and Mayer's organizational commitment, and McAllister's employee trust questionnaire, while verifying their validity and then reliability using Cronbach's alpha coefficient, respectively, for leadership Servant (0.924), organizational commitment (0.914) and employees' trust in the manager (0.818) were calculated. Descriptive statistics and inferential statistics (structural equations) were used to analyze the findings.

Results: The research results confirmed all the research hypotheses and showed that servant leadership has an effects organizational commitment of high school employees in Tehran province with the mediating role of employees' trust in the manager.

Findings: Since the cognitive dimension of trust is achieved when a person is influenced by educational and professional training, experiences or functional roles of a trusted person, it seems that the higher the level of education of supervisors, the more professional make them stand out and be selected from experienced people who share their positive experiences with their subordinates, ultimately, their subordinates will have more cognitive trust in them and they will consider him a worthy person for this position. Also, in this direction, supervisors should be reliable role models in performing functional roles.

Integration of AI-Powered Tools to Enhance the Academic Performance of XII Arts Students in Geography

Kuenga — 2025-10-06

AI has the potential to revolutionize the way education is delivered and assessed, ultimately leading to better educational outcomes for students. Incorporating artificial intelligence (AI) in learning is not only convenient for students but also for educators. This action research examined the impact of incorporating AI-powered tools in the context of Geography lessons for grade twelve students in Bhutan, with a specific focus on academic achievements. A convergent parallel research design was employed, which adopted a mixed methods approach. The sample included 24 students studying at Mongar Higher Secondary School, Bhutan. The data was collected using purposive sampling. Furthermore, for the interview, a random sampling method was used. The research instruments, such as class tests, interviews, and a survey questionnaire, were administered to collect data for this study. Quantitative data was analyzed using Jamovi 2.6.26 and MS Excel from the Microsoft Office package. The semi-structured interview (qualitative) was transcribed and analyzed based on the approaches of Creswell’s thematic coding technique. Out of 24 XII Arts students, 97% supported the use of AI in teaching geography, whereas 2% did not support the use of AI tools in the teaching and learning process of geography. Results also revealed a statistically significant difference between the two conditions, t (23) = –5.23, p < .001. Specifically, Posttest scores (M = 17.50, SD = 2.98) were significantly higher than Pretest scores (M = 15.00, SD = 4.3), indicating that the intervention led to a meaningful improvement in student performance. While the results were predominantly positive, some challenges were noted. Out of the 24 participants, 3 of them (approx. 11%) expressed difficulty in navigating the AI tools initially, requiring additional support and peer guidance. The research strongly supports the integration of AI tools like Mind Grasp.ai and Kipper.ai into secondary education, particularly in Geography, where visual, analytical, and conceptual understanding is crucial.

Financial Literacy among Pantawid Pamilyang Pilipino Program (4Ps) Beneficiaries

Earl Joy D. Cabuenas — 2025-10-06

Financial literacy is essential for empowering individuals to manage resources effectively, make informed decisions, and achieve economic stability. Yet, limited research has examined the financial literacy of marginalized groups such as Pantawid Pamilyang Pilipino Program (4Ps) beneficiaries, who face distinct economic challenges. To address this gap, this study assessed the financial literacy of 4Ps beneficiaries using a quantitative descriptive method. Data were collected through a complete enumeration survey, with most respondents having low income, high school education, and small family sizes. Findings revealed very high levels of financial skills, knowledge, and values, while financial attitude, behavior, and awareness were rated high. Overall financial literacy was also high, with an average mean score of 4.17. ANOVA results indicated no significant differences in financial literacy when grouped by education, occupation, income, family living arrangements, or number of children, suggesting uniformity across demographics. The study concluded that 4Ps beneficiaries possess strong financial literacy, particularly in skills, knowledge, and values, but need improvement in financial attitude. It is recommended that targeted financial literacy programs emphasize budgeting, expense reduction, emergency saving, and financial coaching. Future research should explore barriers that hinder effective record-keeping, budgeting practices, and sustained engagement with government support programs.

The Effect of the Implementation of the UNG Teaching Program, Student Competence and Lecturer Support on Improving the Academic Achievement of Students of the 2021 and 2022 Batches (Case Study of the S1 Economics Education Study Program)

Pendi Ajis — 2025-10-07

This study aims to determine the effect of the implementation of the UNG Teaching program, student competency, and lecturer support on the academic achievement of students of the Bachelor of Economics Education Study Program, Class of 2021 and 2022. This study uses quantitative research. The location of the study is in the Bachelor of Economics Education Department. The study was conducted from January to June 2025. The data collection technique was through the distribution of questionnaires. The population in this study consisted of 332 students, and the sample size consisted of 100 students. Data were analyzed using multiple linear regression. The results showed that the Implementation of the UNG Teaching Program, Student Competence, and Lecturer Support had a positive influence on improving Student Academic Achievement, obtained a Determination Coefficient (R²) value of 0.888, meaning that there is a positive influence between the UNG Teaching Program, Student Competence and Lecturer Support on Improving Student Academic Achievement and has a correlation of 88.8%. The other factors outside the study influence the remaining 11.2%.

Experiencing Flipped Classroom Pedagogy in Blended Learning Environments in Bangladesh: Insights of Students’ in Public University Settings

A. K. M. Eamin Ali Akanda — 2025-10-07

Background: Flipped Classroom is a form of blended teaching-learning pedagogy which focuses on engagement and active learning of the students. In order to keep pace with the quick advancement of information technology, a range of innovative teaching models such as flipped classroom and blended learning have emerged in reforming educational environment. This research aims to focus on how the flipped classroom can promote students-centered pedagogy in blended learning for the learning community. It also traces the challenges of flipped classroom in blended learning environments.

Methodology: This research employed survey as research strategy. To collect data, a structured questionnaire, using five point Likert scale, was designed. A survey has been conducted through distributing the questionnaire purposively among 200 students of social science faculty from University of Rajshahi in Bangladesh. After getting the filled in questionnaire, SPSS software package (version 30.0) and MS Excel were used to analyze the data.

Results: Findings reflect that majority of the respondents’ get better understanding on the class lecture contents through attending the flipped classroom that enables them to be more meticulous in learning. The respondents agreed (M=3.83) that blended learning would increase their capacity of learning. The most commonly used learning tools for promoting pedagogy in flipped classroom are smart phone, laptop, and computer. In terms of creating effective flipped class room in blended learning environment, most of the respondents agreed (M=4.01) that they need to construct in-class activities that spark pre-class engagement in creating educational content for flipped classroom. However, difficulties in access to and upload/download of course materials, lack of proficiency of the instructors, and hard to use the interface are considered as crucial challenges of flipped classroom for promoting pedagogy in blended learning environment in the public universities of Bangladesh.

Implications: This study hopes to create a new dimension to identify appropriate pedagogical practices for learners of blended learning using a flipped classroom model. However, this research would provide guidelines for the educational institutions, policy makers as well as academia about how to formulate learner-centered pedagogy through flipped classroom approach for different levels of learning community.

Online Privacy Concerns, Impacts and Coping Strategies among College Students in Digos City, Philippines: A Descriptive Phenomenological Study

Joanna Reeve Canada — 2025-10-07

The widespread use of online platforms has heightened privacy concerns among university students, reflecting the well-documented Privacy Paradox. This phenomenological study examined the lived experiences of 15 college students in Digos City, Philippines, through semi-structured interviews. The analysis identified three focal areas: privacy concerns encountered, their impacts, and coping strategies. Students reported threats such as account breaches, data exposure, and identity theft, which resulted in psychological distress, academic difficulties and social withdrawal. Coping strategies included emotional adjustment, moderated platform use, and strengthened privacy practices. The findings highlight the urgent need for universities to embed digital literacy and mental health support within student programs. The study mechanisms include emotional control, deliberate downgrading of social media activities, and enhancing countermeasures toward privacy with activities such as digital security enhancement and increased caution when online.

Teacher-Pupil Ratios and Behaviour Management in Overcrowded Primary Schools: A Case Study of Selected Schools in Chibombo District, Zambia

Mercy Chungulo — 2025-10-07

Overcrowding in classrooms has become a persistent challenge, often resulting in strained teacher capacity, reduced individual learner attention, and increased cases of disruptive behaviour. This study explored the relationship between teacher-pupil ratios and behaviour management in overcrowded primary schools, with a specific focus on selected schools in Chibombo District, Zambia. The study examined how large class sizes affect teachers’ ability to implement effective behaviour management strategies and maintain a conducive learning environment. An exploratory quantitative design was used, with 90 respondents (30 teachers and 60 pupils) selected through purposive and simple random sampling. Data were analyzed using SPSS and Excel. The findings revealed that high teacher-pupil ratios contributed to diminished classroom control, teacher burnout, and limited learner engagement, which collectively compromised academic outcomes. The study found that teachers in overcrowded classes spent more time on discipline and control than on actual teaching, reducing instructional quality. The study also revealed that pupils in such classrooms exhibited higher levels of disruptive behaviour due to limited teacher supervision and inadequate individualized attention. The study underscored the need for policy interventions aimed at reducing class sizes, recruiting more teachers, and providing professional development in behaviour management strategies tailored for overcrowded learning environments. Hence, the study strongly recommended that the Ministry of Education prioritize the recruitment and equitable distribution of teachers in rural districts such as Chibombo to reduce overcrowding, enhance behaviour management, and improve overall learning outcomes.

Enhancing Gender and Society Instruction through a Contextualized Workbook in Philippine Universities

Clyde Jesly C. Santiago — 2025-10-07

The elective course Gender and Society is distinctive in its focus on the social construction of gender and its implications for personal, cultural, and political life. Designed to equip students with analytical tools to interrogate stereotypes, gender-based discrimination, and cultural practices, the subject fosters awareness of equality, inclusivity, and rights. This study aimed to enhance the teaching and learning of Gender and Society, a general education elective in Philippine higher education, by developing and validating a contextualized workbook. It also sought to identify common course topics that can be contextualized, document the strategies employed by teachers, examine the challenges they face, and determine the validity of the developed workbook. The research employed a descriptive developmental design, progressing through three stages: planning, development, and validation. The study was conducted in three higher education institutions (HEIs) in Ilocos Sur, Philippines, during the second semester of academic year 2023–2024. Purposive sampling identified two groups of participants. The first group comprised six teachers handling the Gender and Society course, while the second group included seven validators (six social science experts and one visual graphics technical expert). Data were gathered through a researcher-made survey checklist, an interview guide, and a validation instrument adapted from existing studies. Statistical tools, including frequency counts, composite means, and thematic analysis, were employed to analyze the data. The research findings revealed 21 common topics across institutional syllabi suitable for contextualization. Teachers primarily contextualized lessons by integrating students’ experiences, using local examples, and embedding cultural contexts. Challenges included limited access to local resources and difficulties in ensuring cultural relevance. The developed workbook was rated highly valid across five dimensions: adequacy, coherence, appropriateness, usefulness, and contextualization. The study demonstrated that a contextualized workbook can effectively support the delivery of Gender and Society by providing relevant, culturally grounded, and pedagogically sound learning resources. Its development addresses the scarcity of instructional materials for elective GE courses and underscores the importance of contextualization in promoting meaningful student engagement. The validated workbook offers a model for future resource development in Philippine higher education. The findings support the Theory of Contextual Teaching and Learning, which highlights the value of linking academic content to real-life situations. Through the workbook’s reflective and culturally grounded activities, students are encouraged to connect lessons to their personal experiences and social contexts, thereby fostering deeper understanding and more meaningful learning outcomes.

The Role of Digital Libraries in Enhancing Learning of Geography Subject in Secondary Schools - Morogoro Municipality, Tanzania

Sophia M. Aseri — 2025-10-07

This study examines the place of digital libraries in facilitating Geography learning among secondary school students in Morogoro Municipality, Tanzania. It addresses a gap in comprehension regarding the impact of digital libraries on subject-specific education in developing nations. By focusing on Geography instruction in Tanzanian schools, it provides data on how digital platforms can enhance understanding, engage students, and encourage self-directed learning. Utilizing a convergent mixed-methods design, data were collected from 219 respondents (students and teachers) from three public secondary schools through questionnaires and interviews. Results show that digital libraries enhance students' understanding, engagement, and performance in Geography through provision of accessible, interactive, and curriculum-aligned resources. But their utility is lacking due to issues of poor connectivity, limited digital literacy, and compatibility with the national syllabus. For improved educational worth of digital libraries, the study recommends improvement of infrastructure, capacity development of teachers, and localization of the content.

Navigating Uncharted Territory: Academic Journeys of Out-of-Field Secondary Teachers Teaching Social Studies Subjects

San Pearl P. Gomez — 2025-10-08

This phenomenological study, anchored in Sustainable Development Goal 4: Quality Education, explored the lived experiences of out-of-field secondary teachers assigned to teach Social Studies subjects in a public senior high school in Negros Occidental, Philippines. Out-of-field teaching, a widespread educational concern, often results from teacher shortages and can negatively impact student outcomes and teacher confidence. While prior research has examined out-of-field teaching in various contexts, a significant gap remained regarding the experiences of non-specialist Social Studies teachers in the Philippine setting. Using a descriptive phenomenological research design, the study utilized unstructured, in-depth interviews with five purposively sampled out-of-field teachers with at least two years of experience. The data were analyzed using Moustakas' (1994) modified Van Kaam method, which involved horizontalization, reduction, clustering, and constructing textural and structural descriptions. Three major themes emerged from the analysis: "Lost in the Wilderness: Challenges in Teaching Out-of-Field Subjects," "Finding a Way Out: Teaching Strategies and Coping Mechanisms," and "Finding the Treasure: Teacher Reflections and Personal Growth." The first theme detailed challenges such as limited subject mastery, inadequate instructional materials, and the fear of misleading students. The second theme highlighted coping strategies, including simplifying content, using peer mentoring, and leveraging technology for research. The final theme revealed that despite the initial obstacles, teachers developed a greater sense of confidence, resilience, and willingness to teach, ultimately finding fulfillment and professional growth. The findings provided crucial insights for school administrators and policymakers to develop targeted professional development programs and support systems for out-of-field teachers in Social Studies, thereby enhancing instructional quality and teacher well-being.

Basic Education Curriculum Evaluation Strategy in Improving the Quality of Education

Anggra Prima — 2025-10-08

This study aims to evaluate the implementation of the primary education curriculum at SD Negeri 001 North Sangatta, focusing on identifying problems, underlying factors, impacts, and solution strategies to improve educational quality. The CIPP (Context, Input, Process, Product) evaluation model employed a qualitative descriptive-evaluative approach. Data were collected through interviews, observations, and document analysis involving 15 participants: the principal, teachers, school committee members, and students selected purposively. Data analysis followed the stages of reduction, display, and conclusion drawing outlined by Miles and Huberman, with validity ensured through source and method triangulation. The findings reveal five major issues in curriculum implementation: (1) limited teacher understanding of the 2013 Curriculum and the Independent Curriculum, (2) insufficient infrastructure, particularly digital learning media, (3) wide variation in student abilities that hinder the effectiveness of differentiated instruction, (4) school management practices that remain predominantly administrative, and (5) low parental involvement in supporting learning. These challenges lead to content-oriented classroom practices that are less innovative and not fully responsive to students’ needs. The study recommends five improvement strategies: strengthening teacher capacity, optimising infrastructure, fostering innovative teaching practices, enhancing school management, and increasing parental engagement. Overall, the findings highlight the importance of more potent synergy between national curriculum policy and school-level implementation to advance the quality of primary education.

Parent-Community Involvement as a Catalyst in Primary Education: A Study in Plateau Central Zone, Nigeria

OLI CHIJIOKE I — 2025-10-09

Primary education is the foundation of formal learning and serves as the bedrock for an individual's educational journey. It provides basic literacy, numeracy and essential life skills necessary for further learning and personal development. This study investigated the influence of parent-community involvement on the development of primary education in Plateau Central Zone, Nigeria. The Ecological Systems Theory by Urie Bronfenbrenner (1979) served as the theoretical framework for this study. This study employed a cross-sectional survey research design. The population of the study comprised 7,500 primary school teachers and parents across selected communities in Plateau Central Zone. Here are five Local Government Areas in Central Plateau Zone, these include Bokkos, Mangu, Pankshin, Kanke and Kanam. The sample of the study consisted of 500 respondents, including 350 primary school teachers and 150 parents, selected from 30 public primary schools in the region. The sample was drawn using a random sampling technique to ensure equal representation of both teachers and parents. The instrument for data collection was a structured questionnaire titled "Influence of Parents-Community Involvement on Primary Education Development Questionnaire (IPCIPEQ)." The questionnaire was designed on a four-point Likert scale and consisted of 20 items measuring the level of parental and community involvement in primary education and its impact on educational development. The instrument underwent face and content validity by experts in educational research and measurement to ensure clarity and relevance. The data collected were analysed using mean scores for research questions. The findings revealed that active parental engagement, including the provision of school materials, encouragement of home study and regular attendance monitoring, significantly enhanced students' academic success. Similarly, community support through school infrastructure maintenance, financial assistance and security provision played a crucial role in fostering a conducive learning environment. However, several challenges hindered effective collaboration, including financial constraints, work commitments, poor communication, cultural beliefs and inadequate government support. In line with the findings, it was recommended that there is a need for a collective approach involving schools, government agencies and local leaders to enhance primary education development, ultimately ensuring better learning outcomes for students. The findings reveal that while parents contribute through direct supervision, provision of learning materials and engagement with school activities, community support plays a crucial role in maintaining school infrastructure, providing financial assistance and fostering a conducive learning environment.

Information Technology Students’ Lived Experiences in the New Educational Implementation

Sangalang, Jessie James M. — 2025-10-09

The dramatic attack of the COVID-19 pandemic resulted in a lockdown and caused to postponement of the face-to-face learning engagement of students and teachers within the school. This pandemic has paved the way for the implementation of Modular Distance Learning as an immediate response to ensure the quality of education to be rendered for the students where they were obliged to do home-based schooling. Thus, this study aimed to examine the lived experiences of the Information Technology students during the implementation of the new educational platform through phenomenological approach. Ten participants were purposively selected using the criteria sampling technique to answer the interview questions. Thematic analysis was employed in identifying, analyzing, and describing the overarching statements of the participants. Three themes emerged in this study (1) Limitedness of Interaction, (2) Hard to adjust, and (3) Hoping for old normal classes. The study revealed that the participants experienced limited opportunities in teaching-learning in a virtual classroom. The participants were also hard up in adapting the online modality due to the lack of gadgets suitable for online classes. The respondents recommended that face-to-face classes be implemented again to ensure better learning and instructors must be more creative and resourceful in their teaching to address the need of the time. Finally, in order to guarantee high-quality education, the incorporation of a more comprehensive and interactive virtual learning support systems is a must while giving priority to the gradual transition back to in-person classes.

Development of the Kombucha Genitri (Elaeocarpus ganitrus) E-Module to Improve Students Understanding of Fermentation Concepts

Nanda Margaretha — 2025-10-09

Introduction: The breadth of information and knowledge sources accessible to students during the learning process plays a crucial role in determining the quality of learning outcomes.

Objective: The aim of this study is to develop an e-module based on the findings of the study of the fermentation of kombucha leaves of Genitri (Elaeocarpus ganitrus) as a learning media for the Biotechnology course, as well as to test its validity and effectiveness in improving students' understanding and critical thinking skills.

Study Design: Development research with the ASIE model (Analyze, Strategize, Implement, Evaluate).

Place and Duration of Study: Biology Education Study Program, PGRI Madiun University, in the 2024/2025 academic year.

Methodology: The methodology of this study was ASIE model, which includes to analyze, strategize, implement, and evaluate stages. The analyze stage was conducted through interviews with lecturers to identify the need for teaching materials and analysis of the kombucha Genitri fermentation material. The strategize stage included content planning, visual design, research-based material development, and validation by media and material experts. HOTS questions were used in the pretest and posttest. The implement stage was conducted on Biology Education students using a one-group pre-test/post-test design. The evaluate stage included data analysis from validation results and N-gain tests on student learning outcomes.

Results: The validation results showed a feasibility percentage of 95% (media experts) and 86.67% (material experts), categorized as very feasible. The effectiveness test showed an average pretest score of 43.45 and a posttest score of 84.5, with an N-gain of 0.72, which is considered high. These findings indicate a significant increase in students' understanding of the fermentation concept and the potential of kombucha Genitri as a functional food product.

Conclusion: The e-module based on the findings of the fermentation of kombucha Genitri was developed as a valid, feasible, and effective learning resource for use in Biotechnology courses. The developed media enhanced students' conceptual understanding and critical thinking skills through contextual presentation of the material. Biotechnology learning using e-modules based on research on kombucha Genitri can enrich students' learning resources.

Assessment of the Barriers and Challenges Faced by Learners with Physical Disabilities to Enhance Their Competences in Public Primary Schools in Rwanda

NZABANDORA Innocent — 2025-10-10

Learners with physical disability face barriers and challenges in school environment that affect their social, psychological and academic spheres that may likely affect their academic performance at school. Some of these barriers are related to inadequate infrastructure, lack of teachers’ knowledge and lack of parents’ facilitation and Learners with physical disabilities are increasingly integrated into mainstream classrooms and school setting. The purpose of this paper is the assessment of the barriers and challenges faced by learners with disability to enhance their competence in public primary schools in Rwanda. This paper was supported by the Vygotsky’s social constructivism theory and Using a descriptive research design, the study focused on a population of 1,055 individuals, comprising 270 teachers, 450 learners, 270 parents, 20 education staffs and 45 head teachers, with a sample size of 290 respondents: 124 students, 74 teachers, 74 leaners with disabilities, 6 education staff and 12 head teachers. Teachers chosen by a basic random selection method and 14 headmasters chosen via a purposive sampling strategy. While interview guides were used to get primary data from headmasters, questionnaires were used to collect primary data from instructors. The findings indicate that the majority of students expressed dissatisfaction with the accessibility and inclusivity of their school environment. Specifically, 79.1% of students disagreed that they have access to Braille machines to support their learning. Similarly, 67.7% of students disagreed that school buildings and facilities, such as playgrounds and pathways, are accessible for wheelchair users. Furthermore, 61.3% of students felt excluded from participating in extracurricular activities and school events, Additionally, 68.9% of students reported that teachers do not use sign language to support learners with hearing difficulties while 66.2% of students disagreed that they have access to appropriate assistive technologies and tools, In terms of participation in recreational and leisure activities, 70.1% of students expressed dissatisfaction. Most notably, 75% of students disagreed that their school buildings are inclusive and comfortable for all students with physical disabilities, finally, 77.5% of students disagreed that their schools have toilets accessible to learners with physical disabilities. This research recommended that The Rwanda Basic Education Board (REB) should enhance its efforts in developing comprehensive guidelines and training programs focused on inclusive education. They should facilitate collaboration among schools to share best practices and resources that support learners with disabilities. Additionally, the REB should conduct regular evaluations of inclusive education initiatives to assess their impact and effectiveness, ensuring that all learners receive a quality education that promotes their competencies and well being.REB should provide adequate learning Resources to ensure schools receive sufficient inclusive education materials and assistive devices. REB should offer Specialized Teacher Training to Develop and implement training programs focused on inclusive education. Ministry of education recommended improving school infrastructure to ensure all schools have accessible facilities such as ramps, adapted toilets, and resource rooms. Ministry of education should integrate inclusive education in teacher training Colleges to include inclusive education modules in pre-service teacher training programs. Ministry of education should encourage research and innovation to support studies that develop new strategies for improving inclusive education in Rwanda.

French Immersion Education in Nigeria: Impacts on Language Proficiency and Cross-cultural Competence

Ololoh Jovita Nkeiruka — 2025-10-10

This study examined the French Immersion Education in Nigeria: Impacts on Language Proficiency and Cross-Cultural Competence. Drawing on socio-cultural theory and communicative language teaching, the research employed a mixed-method, quasi-experimental design with a stratified sample of 480 secondary school students (240 Immersion, 240 Non-immersion). Data were collected through a French proficiency test aligned with CEFR descriptors, a cross-cultural competence scale, and background questionnaires, complemented by semi-structured interviews, classroom observations, and curriculum document analysis. Quantitative analysis adopted descriptive statistics, paired-sample t-tests, and ANCOVA to assess proficiency gains and control for baseline differences, while multilevel modeling accounted for school-level variation. Qualitative data were analyzed thematically to explore pedagogical practices and contextual factors influencing program outcomes. It was hypothesized that immersion students would achieve significantly greater improvements in French proficiency and cross-cultural competence compared to their peers in traditional classrooms, with outcomes influenced by program intensity, teacher expertise, and community language environments. The findings would inform policy reforms, teacher training, and curriculum design, offering evidence-based strategies for scaling immersion education in Nigeria’s multilingual context. More broadly, the study contributes to research on second language acquisition and inter-cultural learning in post-colonial educational settings.

An Econometric Analysis of Tax Revenue and Economic Growth in the Philippines

Charisse C. Laganson — 2025-10-10

Economic growth is a vital driver of national development, fostering employment, reducing poverty, and raising living standards. In the Philippines, taxation remains the government’s primary tool for resource mobilization, yet the distinct contributions of various tax instruments to economic performance have not been thoroughly examined. This study analyzed the effects of Corporate Income Tax (CIT), Value-Added Tax (VAT), and Excise Tax revenues on the country’s Gross Domestic Product (GDP) using a quantitative econometric approach. Time-series data covering 2014 to 2024 were obtained from the Philippine Statistics Authority, World Bank, and Bureau of Internal Revenue. The Ordinary Least Squares (OLS) regression method was employed, supported by descriptive statistics and correlation analysis to validate the results. Findings show that tax revenues collectively explain 95 percent of the variation in GDP (R² = 0.95, F = 44.21, p < 0.01), confirming their substantial role in driving economic growth. Among the three instruments, VAT had the strongest and most significant positive effect (B = 0.48, β = 0.79, p < 0.01), followed by Excise Tax (B = 0.22, β = 0.49, p = 0.03), while CIT displayed a negative but statistically insignificant impact (B = -0.19, p = 0.23). The Durbin–Watson statistic (2.42) indicated no autocorrelation, and multicollinearity was within acceptable levels. These results suggest that indirect taxes, particularly VAT and Excise Tax, are more effective drivers of economic expansion than corporate taxation. The study concludes that strengthening the administration of VAT and Excise Tax, improving compliance mechanisms, and broadening the tax base are essential for sustaining growth, while future research should incorporate other macroeconomic variables to provide a fuller picture of taxation’s role in development.

Assessment of the Relationship Between Dietary Patterns and Nutritional Status among Undergraduates of Ondo State University of Science and Technology, Okitipupa

Oseyemi Esther AKINYOTU — 2025-10-10

This study assessed the relationship between the dietary patterns and nutritional status among undergraduates of Ondo State University of Science and Technology, Okitipupa. Three (3) research questions were raised for the study. One (1) null hypothesis was formulated and tested at 0.05 level of significance. Descriptive survey research design was adopted for the study. The population of the study comprised all undergraduates of Ondo State University of Science and Technology, Okitipupa. The total population of undergraduates is 7,798. The sample size for the study was 236; this was achieved using 3% of the total population. Stratified random sampling technique was used in the random selection of respondents to ensure representation across Faculties and Departments thereby reducing sampling bias and increasing the generalizability of findings. A structured questionnaire titled “Assessment of Dietary Patterns and Nutritional Status of Undergraduates Questionnaire” was the research instrument used for the study in eliciting responses from the respondents. The research instrument was validated by the three (3) experts in the Department of Home Economics. Split-half reliability was used to compute the coefficient of the internal consistency of the research instrument and a value of 0.61 was obtained. Data collected were analyzed using frequency, percentage, mean, standard deviation and T-test. The findings of the study revealed that most of the undergraduates had Body Mass Index (BMI) values which fall within the normal range (18.5-24.5), suggesting an overall healthy nutritional status among the population. Only 1.3% of respondents were classified as obese, indicating a higher prevalence of normal weight among the undergraduate population. However, the presence of both undernutrition and overnutrition among a notable proportion of students reflects a double burden of malnutrition. Fruit consumption among the respondents was inconsistent, and a majority reported frequently replacing main meals with snacks, predominantly consisting of junk foods, which pose potential health risks due to their low nutritional value and high content of unhealthy additives. The major limitation that influenced the dietary patterns of undergraduates was found out to be lecture time. The study concluded that female undergraduates exhibited better nutritional status compared to male counterparts; also, that the presence of undernutrition among undergraduates can be pointed to their inconsistent food consumption. It was recommended among others that undergraduates should shun junk foods, carbonated drinks or fast meals that have little or no nutritional values.

Students’ Perceptions and Readiness towards Cloud-based Academic Record Information System in Tanzania Secondary Schools

Vicent Jonas — 2025-10-10

Digital transformation is impacting educational systems across the globe. Schools have started utilizing information systems to handle student records, track attendance, evaluate assessment results, and streamline administrative functions. Cloud-Based Academic Record Information Systems (CARIS) is a system designed to store, process, and allow access to academic records for authorized users (students, teachers, school administrators, and policymakers) through the cloud. There is less empirical research on the perspective of the students and their readiness for cloud-based academic record systems in Tanzanian secondary schools. The Unified Technology Theory of Acceptance and Use, formulated by Venkatesh, Morris, Davis, and Davis, and detailed in their 2003 publication, was utilized to address the gap. The research adopted a cross-sectional survey to obtain information on secondary school students at one instance. The stratified random sampling method was employed to sample 128 secondary school students. Statistical Package of Social Sciences (SPSS) was used in analyzing descriptive statistics (frequencies, means, and standard deviations) to summarize demographic data and item responses. The research found that the implementation of the cloud-based Academic Records Information System (CARIS) by the students is mostly favorable. The vast majority of the students 84.4% which are females frequently use the system, like it better than the keeping the records manually, and are ready to recommend it to other people. The system has had the advantage of improving the accuracy of the academic records and the storage and accessibility of the records, records, as well as strengthening privacy, which when combined, helps in the management of the academic processes being more efficient. The most significant challenge was internet- or data-related, followed by knowledge/education and the last challenge was device-related issues. Therefore this study recommends that Schools are supposed to facilitate frequent training and awareness activities in order to make students have the information and expertise that they need to utilize CARIS appropriately.

Evaluation of Parental and Community Engagement in Primary and Early Childhood Education: A Case Study of Plateau Central, Nigeria

Sati N. Deshi — 2025-10-10

This study examined the role of parental and community engagement in the development of primary and early childhood education in Plateau Central, Nigeria. The research adopted a descriptive survey design and involved a sample of 1,400 respondents, including parents, teachers, community leaders, and school administrators. Data were collected using a structured questionnaire and analyzed using mean scores and standard deviation. The results revealed that parental involvement in early education is moderate to high, particularly in activities such as homework supervision and participation in school meetings. In contrast, community involvement was found to be low to moderate, with most contributions centered on informal support such as donations and attendance at school events. Nevertheless, both parental and community engagement were shown to have a positive influence on pupils’ academic performance and social development. The study found that while communities do contribute to school programs and infrastructure development, their roles are often informal and lack strategic coordination. The findings underscore the need for more structured, consistent, and inclusive stakeholder participation in education. Based on the findings, the study recommends strengthening parental education initiatives, establishing formal community education committees, promoting structured school-community partnerships, and enhancing infrastructural support through multi-stakeholder collaboration. These measures are essential for improving educational outcomes and building a sustainable early education framework in the region.

Exploring Inclusive Education: A Comparative Study of Teachers’ Perspectives in Schools

Tshering Yangden — 2025-10-11

Bhutan has actively implemented the Special Educational Needs (SEN) programme since 2000 to transform general schools into inclusive learning environments. Despite the growing number of SEN schools, there remains limited understanding of how this shift has impacted teachers. This study aimed to examine the perspectives of general and special education teachers on inclusive education and to identify key sources of stress they experience in inclusive classrooms. A total of 118 teachers from two mainstream schools with SEN programmes, Tendruk Central School and Changangkha Middle Secondary School, were surveyed using self-administered questionnaires. The study employed a combination of purposive, stratified and random sampling methods to ensure a balanced representation of teacher types. Findings revealed that both general and special educators shared similarly positive views on inclusive education, supporting its goals and principles. However, special education teachers reported significantly higher levels of stress related to workload and time constraints. These pressures were often linked to the individualised planning, coordination duties and lack of sufficient support staff. The study highlights the urgent need for targeted interventions such as increased specialist staffing, improved training and manageable class sizes to sustain inclusive practices. Insights from this study are valuable for policymakers and education stakeholders seeking to strengthen inclusive education in Bhutan and similar settings.

Development of a Didactic Approach for Teaching the Preparation of Maracujá Juice in the First Year of Scientific Humanities

Marc HYANGO ODIMBA — 2025-10-11

The shift from lecture-based teaching to more active and contextualised approaches helps to strengthen the anchoring of knowledge while developing practical and transversal skills. It is in this perspective that the initiative was born to design and experiment with didactic engineering centred on the production of maracuja juice, a locally available product rich in educational interests. This study aimed to evaluate the impact of a didactic engineering approach applied to the teaching of passion fruit juice preparation. Using a quasi-experimental pre-test/post-test design, the study analyzes the evolution of students' performance before and after the pedagogical intervention. The survey was conducted in six secondary schools located in the city of Goma. All students enrolled in the level studied here, the 7th year or first year of scientific humanities in the six schools in the city of Goma, constituted the reference population. Data collected through standardized tests and analyzed using paired t-tests and one-way ANOVA revealed a significant improvement in post-intervention results, with an average gain of 19.8 points. Performance differences were also observed between schools, suggesting that contextual factors may influence the effectiveness of the intervention. Qualitative feedback from teachers further highlighted the relevance of the training received, particularly regarding the structure of the didactic sequences, the dynamic facilitation, and the clarity of learning objectives. However, certain aspects, such as content balance and the understanding of chemical concepts, require further refinement. The study concludes that the implemented didactic approach is effective and recommends its extension to other themes, while emphasizing the importance of ongoing pedagogical support to ensure successful and equitable implementation across diverse school settings.

Factors Influencing Parental Involvement in Schools on Improving School Management Practices: The Case Study of Selected Public Primary Schools in Kahama Municipality, Tanzania

Grace Mwambanga George — 2025-10-11

This research investigated aspects that affect parental participation in enhancing school administrative practices in government-run primary schools in Kahama Municipality, Shinyanga Region, Tanzania. The study employed pragmatic philosophy, a method approach, and a convergent research design. The study used questionnaires and interviews as its data collection methods. One hundred and fifty-three individuals (153), who consist of parents, teachers, and head teachers, were selected through the use of purposive, convenience, and simple random sampling as the study’s sample. Data were analyzed using thematic analysis for qualitative data and descriptive analysis methods for quantitative data, which were facilitated by SPSS version 20. The study found the following factors to be significant and contribute to parental participation: effective parent-teacher communication, supportive educational policies, parental beliefs and expectations about teachers, and the availability of timely feedback from the school management. Conversely, several barriers to active parental engagement were identified, including socioeconomic factors, political factors, time, and barriers in communication. The study concludes that more systematic attempts to address the obstacles and enhance the enhancing issues are required. The research recommended that the school management should equip teachers with customer service skills so as to address the needs of parents with diverse socioeconomic backgrounds.

Online Learning Experiences and Adjustment Strategies During COVID-19: A Case Study of International Students in a Selected Chinese University

Faruku Maulid Mpare — 2025-10-11

The COVID-19 pandemic disrupted traditional education systems worldwide, necessitating institutions to adopt innovative teaching and learning modalities. While maintaining the learning programs amid the unpredictable plague, students, on the other hand, had to familiarize themselves with the introduced modality to match their institution’s demands. The cognitive constructivist learning theory, with an integration with Maslow’s theoretical framework, facilitated the examination of online learning experiences of postgraduate international students. Furthermore, they help explain how these experiences have shaped students' perceptions in both their academic and personal lives, as well as their adaptation experiences during the transition back to a traditional learning modality. This research examined how learners adapted to changing learning approaches during the pandemic. Using a qualitative case study design, the study interviewed sixteen participants, including international students who experienced both online and in-person classes. It is intended to gain an understanding of their experiences with different learning modes. Findings suggested that students generally perceived in-person classes as more effective. The study’s insights can help educators and policymakers refine their teaching methods to better meet student needs, particularly when transitions between learning formats are required.