20 Articles
Harwati Hashim, Muhammad Syahmi Zakwan Mohamad Sahidan, Nuranis Hanani Jasmi
The rapid uptake of Artificial intelligence (AI) in language education has outpaced systematic reflection on its pedagogical, ethical, and human implications. This paper examines the transformative potential of AI-generated tools in English language education, aiming to clarify their pedagogical roles and to identify ways these technologies can be strategically leveraged to enhance teaching effectiveness and learning outcomes. Rather than reporting empirical findings, this conceptual paper synthesises contemporary literature to develop an integrated conceptual perspective on AI-enabled instruction, assessment, and learner support. It critically explores current trends and practices, including personalised learning systems, natural language processing-based tools, interactive chatbots, and automated assessment and feedback mechanisms. In advancing potential applications of AI, it delves into hyper-personalised learning platforms and immersive multimodal simulation and predictive co-teaching aids, while also addressing persistent challenges related to overreliance, privacy risks, and ethical concerns. The discussion foregrounds the necessity of comprehensive AI literacy training for educators, the establishment of robust and adaptive policy frameworks, and the development of ethically grounded guidelines that are sensitive to cultural and contextual diversity. Emphasis is also placed on interdisciplinary collaboration between academic institutions and AI developers, as well as teacher-student readiness and ethical integration within classroom environments. Central to the paper’s argument is a balanced model of human-AI collaboration, in which AI tools are viewed as cognitive and pedagogical partners that augment, rather than replace professional judgement and relational dimensions of teaching. Framed through the concepts of collaborative intelligence and a paradox mindset, the paper argues that tensions between automation and human expertise can be productively harnessed to support meaningful learning. Finally, the paper underscores the need for future research to move beyond conceptual promise by prioritising rigorous empirical inquiry that evaluates the effectiveness, trustworthiness, and ethical implications of AI-generated tools across diverse educational contexts.
Marissa G. Dela Cruz, Roda Liza A. Hisoler
This study examines the factors influencing junior high school choice among Grade 6 learners of H.N. Cahilsot Central Elementary School using a demand-side perspective grounded in Demand Theory and Consumer Choice Theory. Data from 150 respondents were analyzed to investigate the effects of school-related factors (academic reputation, teacher quality, safety, and facilities), family-related factors (financial capacity, parental guidance, and transportation), and personal factors (peer influence, learner interests, and school preferences) on students’ decision-making. Results indicate that school-related factors are the most influential, with learners prioritizing academic performance, reputation, and safe learning environments. Family-related factors, particularly affordability and ease of travel, also significantly affect school choice, reflecting household constraints. Personal factors exert a moderate influence, demonstrating learners’ emerging autonomy in selecting schools aligned with their interests. Overall, the findings suggest that Grade 6 learners act as rational decision-makers who balance perceived educational benefits with financial and personal considerations. The study highlights the importance of schools to enhance academic programs, improve facilities, and maintain safe environments to attract prospective students effectively.
Carl Jared B. Libay, Elleser B. Oposa, Jade Andrew G. Unabia, Janel S. Noguerra, Marian M. Blase, Oscar S. Recto, Jr, Zhillian Salvaloza
This study examined the benefits of the Pantawid Pamilyang Pilipino Program (4Ps) for student-beneficiaries of Dapa National High School, focusing on how the program supported their education and health. A quantitative-descriptive research design was used, and data were gathered from 359 Grades 7–12 student-beneficiaries through a validated survey questionnaire. Results showed that students viewed the program as moderately effective (M = 3.13, SD = 0.67), in helping them attend school, participate in class, and lessen financial problems related to education. They also agreed that the health component of 4Ps was helpful (M = 3.17, SD = 0.67), especially in encouraging regular check-ups, providing health information, and improving nutrition. Findings revealed that age had a significant effect on educational outcomes (F = 3.43, p = 0.001), while sex showed a significant effect on health outcomes (F = 7.54, p = 0.01). Grade level and number of siblings did not show notable differences (p > 0.05). The relationship between perceived health benefits and educational benefits was positive but not significant (r = 0.091, p = 0.150), meaning improvements in one area did not automatically improve the other. This means that 4Ps supports student-beneficiaries in meaningful ways, but the program’s impact can be strengthened by connecting its health and education components more clearly. Thus, it is imperative to conduct an IEC (Information, Education, and Communication) campaign to help students better understand the program, improve their study habits, and practice healthier routines.
Manimekalai.N, Sivakumar.S
Community participation has re-emerged as a key strategy for addressing learning deficits and educational inequities, particularly in rural and marginalised contexts. However, policy and research often treat community engagement as a neutral or technical input, with limited attention to its gendered dimensions. This paper examines a community-led educational intervention implemented in rural Tamil Nadu through a qualitative case study informed by feminist policy analysis. Drawing on programme documentation, gender-disaggregated participation records, and case narratives, the study analyses how learning spaces were relocated from schools to homes and community sites, and how women—especially mothers—emerged as central pedagogic actors. The findings show that learning improvements were closely linked to gendered processes of care, proximity, and emotional support, with particularly positive effects for girls facing constraints related to domestic labour, restricted mobility, and digital exclusion. At the same time, the intervention exposes tensions arising from the reliance on women’s unpaid educational labour. The paper argues that community participation can contribute to gender-just learning outcomes only when supported by policy frameworks that recognise, resource, and integrate community pedagogic labour within the public education system, rather than assuming it as voluntary care work.
Agnes M. Gachau
This study evaluated ICT staff technical readiness for online learning transformation in public universities in Kenya. Despite increased adoption of digital learning, many institutions continue to experience challenges related to inadequate technical skills among ICT personnel, limiting the effective implementation and sustainability of online learning systems. The study aimed to determine the technical competencies possessed by ICT staff and examine how these skills influence online learning delivery. It focused on selected public universities and specifically assessed competencies in LMS management, software installation, digital applications, and system maintenance. The study was anchored on the Unified Theory of Acceptance and Use of Technology (UTAUT2) as the primary theoretical lens and supported by the Technology–Organization–Environment (TOE) framework. A descriptive quantitative research design was employed. The target population comprised students, registrars, and ICT staff, from which 537 respondents were sampled using stratified and simple random sampling. Data were collected using structured questionnaires and analyzed using SPSS through descriptive and inferential statistics. Findings revealed that ICT staff possess essential technical skills but demonstrated uncertainty in advanced competencies such as LMS development. The study concludes that ICT staff readiness significantly affects online learning transformation. It recommends enhanced training programs, investment in ICT infrastructure, and strengthened institutional support systems to improve digital learning outcomes in Kenyan public universities
A.C.G. Laguisma, A.L. Trajano, J.R.B. Soriano, K.C.C. Angeles, M.L.V. Agbayani, M.R.G. Ono
This research aims to develop a web-based platform that integrates artificial intelligence to make Japanese language learning more accessible and interactive. Designed for travelers, overseas workers, and self-learners, Japanese Learning Management system with Artificial Intelligence Powered Tutor utilizing Llama-3.1-8B provides JLPT N5–N4 lessons with an AI tutor that offers pronunciation feedback and captions displaying Japanese scripts with romaji (the Romanized representation of Japanese words) and English translations. The system was developed using Flask, Alpine.js, Tailwind CSS, and MySQL, while the AI feature was trained with Hugging Face Transformers and PyTorch for voice recognition. To achieve these objectives, the system was developed using the Agile methodology following the Scrum framework, ensuring iterative design, testing, and integration of features. Evaluation results from 219 students, three IT professionals, and one Japanese language instructor showed high satisfaction, with overall ratings of 3.85, 4.61, and 5.00 respectively. These results confirm that the system effectively enhances pronunciation, comprehension, and learner engagement through AI integration. Future improvements include expanding datasets, training the AI on stronger hardware, refining usability, and adding higher JLPT levels and other languages to make the platform more versatile and scalable. This study presents the development and evaluation of a Japanese Language Learning Management System (LMS) integrated with an AI-powered tutor utilizing LLaMA 3.1 8B, designed to support learners preparing for JLPT N5–N4 levels. The system combines structured lessons with interactive features, including real-time pronunciation feedback, voice recognition, and captioned scripts displaying Japanese characters with romaji and English translations. Built using Flask, Alpine.js, Tailwind CSS, and MySQL, the AI component was fine-tuned with Hugging Face Transformers and PyTorch for speech processing. A quantitative descriptive design guided the evaluation, involving 219 students, three IT professionals, and one certified Japanese language instructor. Assessment instruments were based on ISO/IEC 25010 software quality standards and language learning objectives. Results indicate high user satisfaction: end users rated the system 3.85 (Agree), IT professionals scored 4.61 (Agree), and the instructor gave a perfect 5.00 (Strongly Agree). Findings confirm that the platform effectively enhances pronunciation, comprehension, and learner engagement while meeting international software quality benchmarks. Future improvements include expanding datasets, optimizing AI performance, and adding higher JLPT levels and multilingual support to ensure scalability and broader applicability.
Kiprop Kibet
The mathematical learning experience for international students becomes complex because they must navigate between language differences and education systems together with the cultural traditions of their home countries. The presence of these barriers strongly impacts both their academic performance and overall university experience in U.S. institutions. This study examines four essential aspects that affect international students' achievement in mathematics at Idaho University: language barriers merged with cultural adaptation, educational background history and institutional support programs. The research results reveal the necessity of improved English language education in addition to multicultural acceptance programs and specialized academic assistance programs which serve as fundamental approaches for student academic success. The study gives universities detailed recommendations about how to establish inclusive learning arrangements that serve STEM discipline students.
Bea Jane Acaac, Danielle Kate Bado, Marlon Tabaosares, Miguel Montesclaros, Queenie Gera, Scott Gahum, Ysha Gabriella Chua
Manual dexterity is the ability to perform coordinated, precise hand movements that is essential in both academic and professional contexts. This study examined the effects of different music tempos on manual dexterity among Senior High students. Using a quantitative quasi-experimental within-subjects design, 50 participants completed the Nine-Hole Pegboard Test under four conditions: silence, slow tempo (60 BPM), medium tempo (124 BPM), and fast tempo (175 BPM). Results from repeated measures ANOVA revealed a significant effect of music tempo on manual dexterity, F(3, 147) = 4.21, p = .007, partial η² = .079. Post hoc tests indicated that both medium and fast tempos produced significantly faster placement times than silence. Effect sizes across comparisons suggested small to medium practical significance. Future research should explore various music genres, non-dominant hand performance, and long-term impact.
William Amon Ombewa
In Kenya the cumulative dropout rate in primary education have been as high as 37 percent between standards 1 and 7. The survival rate at primary level has been low at 40 percent. However in Muhoroni Sub-County the high enrolment rate was short lived. The purpose of this study was to find out the influence of school administrative practices on pupils’ school dropout in public primary schools in Muhoroni Sub-County. The specific objectives were: to establish the levels of school administrative practices; to determine the pupils’ school dropout rate; and to establish the extent to which school administrative practices contributed to pupils’ school dropout.The results established the level of practice of the school administrative practices in the sub-county at 40.2% (mean = 2.352, SD = 0.815). The overall pupils’ school drop-out was determined at 22.7% (grade 1 = 30.4%, grade 2 = 24.2%, grade 3 = 19.7%, grade 4 = 16.9%, grade 5 = 16.3%, grade 6 = 15.8%). The school drop-out peaked both at the commencement (27.3%) and the end (28.3%) of academic years. School administrative practices predicted school drop-out at 24.2% (ANOVA results:F (65)=1.274 P <0.05) and correlated it at r= -0.124 p <0.05. Content validity of the questionnaires was assessed by experts while reliability through internal consistency (α = 0.822). Data was analysed using frequencies, percentages, multiple regressions and Pearson’s moment correlation and presented using figures, tables, bar graphs, line graphs and normal Q-Q plots.In conclusion, school administrative practices formed reliable predictors and correlates of school drop-out rates. It was recommended that school drop-out rates should be studied not only on the administrative practices basis, but also by considering non-administrative factors.
Avril Ghail J. Sulapas, Christalyn S. Galigao, Jerlo C. Intano, John Noe A. Alvarez, Mary Joy C. De Leon, Melissa E. Tokong, Oscar S. Recto, Jr, Princess Joyce S. Pertez
This study investigated the influence of Cocomelon videos on early phonics acquisition among kindergarten pupils at Sto. Niño Early Childhood Education, Inc., Dapa, Surigao del Norte, focusing on letter sounds, letter names, and word recognition. Using a quantitative-descriptive design, 38 respondents, including teachers and parents, provided data via a researcher-made questionnaire. Analyses included frequency, weighted mean, and Pearson’s correlation to determine the level of media exposure and its relationship with early literacy skills. Results indicated that pupils were highly engaged with Cocomelon, with letter sounds showing the highest development, followed by letter names and word recognition. However, the correlation analysis revealed that the relationships between media exposure and letter sounds, letter names, and word recognition were weak and not statistically significant. This suggests that while Cocomelon videos may support early engagement and exposure to phonics concepts, these skills develop somewhat independently and still require guided instruction and reinforcement from adults to translate exposure into measurable literacy outcomes. The study concludes that Cocomelon serves as an effective supplementary tool for enhancing early phonics skills when combined with guided interaction from teachers and parents. It recommends incorporating educational media, such as phonics songs and interactive videos, into classroom and home activities to strengthen literacy foundations through active, engaging learning experiences.
Masiye Noria, Penda Annie
This study focused on myths surrounding Albinism among the Tonga People: a case of Sinakomba Chiefdom in Siavonga District, Zambia. The main objectives of the study were to identify the myths surrounding Albinism among the Tonga people of Sinakomba Chiefdom in Siavonga district, Zambia, to establish how Albinos are treated based on the myths among the Tonga people of Sinakomba Chiefdom. The study was qualitative in nature, interpretivism as a paradigm was used and descriptive research design was adopted. The study involved twenty-eight (28) participants who were purposively selected. Data was generated using an in-depth interview guide for headmen and relatives of persons with albinism, a focus group guide for persons with albinism and community members and document study was also used for collection of data relating to cases involving persons with albinism within the chiefdom. The collected data was analyzed using latent thematic analysis approach. The key findings were that persons with albinism were cursed people who caused bad lucky in the families, albinism was considered to exist as a result of punishment from the ancestors for the wrong things done. Persons with albinism were said to be immortal, Albinism was considered to be contagious. Treatment of the persons with albinism in relation to myths was also established. For instance, persons with albinism were isolated and rejected, they were killed for one reason or another, they were accused of all the bad things that happened in the families, community members looked down on them and considered them to be lazy and unproductive.
Dr. Olushola Kolawole, Dr. Taofiq Kolawole Oduola, Emmanuel Precious Eneojo, Mrs. Esther Davies, Olusheye Victor Kolawole, Oluwaseun Peace Kolawole
Preventive medicine has emerged as the cornerstone of global public health in the 21st century, particularly in the aftermath of the COVID-19 pandemic, the escalating burden of non-communicable diseases (NCDs), accelerating climate change, and the growing threat of antimicrobial resistance (AMR). Global health systems are undergoing a paradigm shift from treatment-centered care to proactive, system-wide strategies emphasizing risk reduction, resilience, and population wellness. This paper adopts a narrative global policy review approach to examine the conceptual foundations, historical evolution, contemporary realities, and future directions of preventive medicine in 2025. Key global challenges—including vaccine inequity, mental health crises, digital health transformation, and the expanding role of artificial intelligence (AI) in precision prevention—are critically explored. Major policy frameworks, including Sustainable Development Goal 3 (SDG 3), the WHO Global Action Plan (2023–2030), the International Health Regulations (IHR 2005), the emerging Pandemic Treaty (2025), and the African Union’s Agenda 2063, are analyzed. The paper proposes an Integrated Global Preventive Medicine Framework (IGPMF) and demonstrates that prevention is fundamental to universal health coverage, climate resilience, health equity, and global health security in an increasingly interconnected world.
Sunarti
This study examines the development of rural tourism through the ecotourism concept in Batu City, Malang, East Java, Indonesia. As one of Indonesia's premier tourist destinations, Batu City faces the dual challenge of maximizing economic benefits while preserving environmental sustainability and empowering local communities. This research employs a qualitative approach with case study methods, involving in-depth interviews with 45 participants including village officials, tourism managers, local communities, and tourists, complemented by participatory observation and document analysis. The findings reveal that ecotourism development in Batu City has successfully created a symbiotic relationship between conservation and economic development through four key pillars: community-based tourism management, environmental conservation programs, authentic cultural experiences, and sustainable infrastructure development. However, challenges persist including limited local capacity, seasonal tourism fluctuations, and infrastructure gaps in remote areas. The study proposes an integrated development model that emphasizes collaborative governance, capacity building programs, green technology adoption, and inclusive benefit-sharing mechanisms. The novelty of this research lies in its comprehensive analysis of the interconnection between ecological sustainability, economic viability, and social equity in the context of Indonesian rural ecotourism, offering practical insights for similar destinations in Southeast Asia. The findings contribute to sustainable tourism literature and provide actionable recommendations for policymakers and tourism practitioners seeking to balance development with conservation.
Cliford Jay Rivera, PHD–ED Ling, Le Anne Daganio, EDD-LLS, Rhia Monica Nolasco, PHD–ELPS
This study employs Multimodal Discourse Analysis (MDA) and Systemic Functional Linguistics (SFL) to examine how Instagram memes construct meaning in real-world learning experiences through the interplay of language and visual elements. Focusing on school memes, the research explores how humor, informal language, pop culture references, and visual composition work together to convey student experiences, academic challenges, and social critique. Findings reveal distinct sociolinguistic patterns such as code-switching, in-group language, and resistance to institutional authority, demonstrating how memes function as tools for identity construction, peer solidarity, and digital learning. The study highlights the role of memes in shaping contemporary educational discourse and encourages further exploration of their pedagogical and communicative potential.
Oluwatimilehin Amos Akinade
The single case study under consideration explores how tablet-enabled translation assisted in facilitating inclusive education in an English classroom of Year 7 at an English high school. Using Sociocultural Theory that focuses on learning as a process that is socially mediated (Vygotsky, 1978), the paper discusses how an Arabic-speaking new student could gain access to the content of the curriculum, become an engaged and active participant by using a tablet-based translation tool. Real-time translation of learning materials and assessments prompted the student to work alongside peers equitably. The data sources comprised worksheets, handwritten notes, translated outputs, classroom observations and teacher reflections which were analysed thematically to determine the patterns of access, engagement, and social inclusion. Ethical measures covered anonymisation and confidentiality. The findings of this one case study indicate how widespread digital tools may reduce the language barrier, level the playing field, and teach the inclusive pedagogy in a classroom environment.
Argyroula Petrou, Eleni Kakogianni, Konstantinos Kostalias, Maria Tarali
Migration has profoundly transformed the educational landscape of Greece over recent decades, resulting in increasing linguistic, cultural, and social diversity within secondary education. Students with a migration background frequently encounter multiple and intersecting challenges, including limited proficiency in the language of instruction, socio-economic disadvantage, disrupted educational trajectories, and insufficient institutional support. Consequently, Greek secondary schools are required to address not only academic learning but also broader issues of inclusion, equity, and social cohesion.
Balvinder Kaur Khalsa, Iylia Dayana Shamsudin
This study intends to identify the need for a professional development (PD) program among in-service early childhood education (ECE) teachers in creating digital storybooks. This study employs an explanatory sequential design, also known as a mixed-methods research design. In the first phase, the survey questionnaires were sent to 118 in-service ECE teachers who teach preschoolers. In the second phase, a semi-structured interview was conducted with teachers to understand their response in the first phase and whether PD is needed for them. The findings showed that teachers are aware of digital storybooks, with 68.7% preferring to use digital storybooks to teach stories, 69.5% to teach literacy and 60.2% to teach science and mathematics. Qualitatively, these preferences were understood when teachers revealed during the interview that the digital storybooks tend to engage preschoolers in the lesson, encouraging self-learning and increasing parental involvement. It was observed that 89 (75.4%) of the teachers have not used any web-based tool to create digital storybooks. This led to the next finding, which demonstrated that 94.1% of ECE teachers revealed that they need PD to create digital storybooks. Teachers believed that PD would increase their confidence to learn new skills, foster digital skills, and improve teaching & learning strategies. This study implies that a training program for creating digital storybooks is essential to enhance the level of PD, and it should be implemented without hindrances.
Junita Patrick, Mohd Norazmi Nordin, Salleh Amat
The Primary School Alternative Assessment (PAPR) is a significant move by the Ministry of Education Malaysia (MOE), which intends to measure the abilities of students with special needs (SEN) in a comprehensive and impactful way. This research is about examining how special education teachers interpret the process of evidence management during the conducting of PAPR in the Padawan district, Sarawak. By means of a qualitative case study approach, the researchers interviewed semi-structured six special education teachers. They were the ones who had direct involvement in the implementation of PAPR. The researchers followed Braun & Clark's (2006) thematic analysis model in doing the data analysis. The results indicate that teachers' perceptions of evidence management, the provision of social support from school administrators and other colleagues as well as teachers' beliefs about behavioral control are some of the major factors that influence the degree to which evidence management can be implemented effectively. Besides, the availability of professional development opportunities, the availability of technology and the use of the MyALT app are some of the factors that also have a positive impact on a teacher's ability to collect and evaluate evidence. The findings of this study will be instrumental in raising the capacity of special education teachers and the gradual strengthening of inclusive and effective alternative assessment practices at the primary school level.
Dr. Jane Kinuthia, Dr. Perminus Githui
This paper explores the intertwined dynamics of impostor syndrome and identity among graduate students in Kenya, with a view to determining whether an understanding of these fundamental realities would serve as a remedy to the multifaceted challenges faced by students pursuing higher education. Drawing on responses to an exploratory survey among purposively selected Master’s and PhD students who are pursuing Social Science fields of study, data that was collected revealed how feelings of inadequacy, self-doubt, and alienation are exacerbated by socio-economic, gendered, and institutional positionalities. Anchored in intersectionality, social identity, and critical pedagogy perspectives, the analysis underscores how students’ identities mediate their academic self-concept. While impostor syndrome is often conceptualized and analyzed in individualistic terms, this paper examines it as a social and structural construct. Findings suggest that positionality awareness and critical reflexivity has ability to empower students for reframing of academic journeys with a view to advocating for more inclusive and supportive learning environments. The paper concludes with recommendations for institutional reforms, the need for mentorship, and mental health interventions that are culturally and contextually grounded.
Emma Cristia R. Mayor
This study involved 316 senior high school students drawn from a total population of 1,769 and examined the relationships among self-concept, emotional intelligence, parenting style experience, and interpersonal relationship skills. A stratified random sampling technique was employed to ensure fair representation across the participating private schools. Data were collected using a researcher-developed questionnaire, which demonstrated excellent reliability with a Cronbach’s alpha of 0.921 based on a pilot test conducted with thirty respondents. The data were analyzed using SPSS, employing descriptive statistics and Pearson’s correlation to determine levels and relationships among the variables. Findings indicated that the majority of students exhibited moderate levels of self-concept, emotional intelligence, parenting style experience, and interpersonal relationship skills. Significant positive relationships were found among these variables, suggesting that students with higher self-concept and emotional intelligence, as well as those who experienced more positive parenting styles, tended to demonstrate stronger interpersonal relationship skills. Notably, significant differences were observed in parenting style experience when grouped by age, and in self-concept and emotional intelligence when grouped by sex.The results highlight the importance of emotional intelligence in fostering adolescents’ interpersonal competence. Based on these findings, the study recommends the implementation of school- and family-based interventions aimed at strengthening students’ emotional awareness, self-esteem, and parental support to further enhance their interpersonal relationships.