23 Articles
Archie B. Condeza, Celine Keziah C. Cabreros, Chir Lyn B. Tating, Christian Paul B. Basa, Dame Lyka A. Amistad, Eva Jean T. Decina, Janine M. Parilla, Jeramie E. Punay, Johnfer B. Efondo, Noli P. Julosan, Rea T. Ates, Ronald G. Guisada
This research examined the effects of hygiene knowledge practices and food safety on the dimension wellness of student. within the school setting. The main objective was to assess the extent of these factors influence, their correlations, and the specific wellness dimensions affected among Senior High School Students. Employing a quantitative, non-experimental design with complete enumeration, the study involved 183 participants from Lorenzo S. Sarmiento Sr. National High School. Key statistical methods included average weighted mean, Spearman's rho correlation, and multiple regression analysis. Findings revealed a very high level of influence from hygiene knowledge practices, along with indicators such as handwashing, oral hygiene, and body hygiene. Similarly, food safety showed very high influence across its indicators, such as cook or prepared food, chill or cool food storage, clean or hygiene, and food handling. Students' wellness levels were also very high across all dimensions or their indicators like emotional, physical, social, and intellectual. The results confirmed significant correlations between hygiene knowledge practices, food safety, and dimension wellness of students. This study highlights the importance of targeted knowledge on hygiene and food safety to enhance student well-being in the school community.
A. C. Imesha Kinkini
This study critically examines the potential for inclusive digital transformation within Sri Lankan higher education (HE), specifically focusing on addressing the persistent inequalities that characterize the digital divide for students with disabilities. The rapid, global shift to online education, significantly accelerated by the COVID-19 pandemic, exposed critical gaps in technological infrastructure, digital literacy, and pedagogical inclusivity within the nation’s universities. Employing a qualitative, interpretive research design grounded in constructivist and phenomenological paradigms, this research explored the lived experiences of 20 differently abled undergraduates and five academic staff members across four public Sri Lankan universities. Data were systematically gathered through semi-structured interviews and documentary analysis. The findings reveal that while digital transformation ensured educational continuity during crises, it concurrently exacerbated disparities concerning accessibility, the availability of assistive technology, and institutional responsiveness. Key systemic barriers identified include a pervasive lack of policy coherence, limited faculty preparedness regarding inclusive digital pedagogy, and insufficient institutional accountability. Conversely, the study documents students’ remarkable resilience, adaptive agency, and strong peer collaboration as powerful forces that help navigate otherwise exclusionary systems. The research emphatically argues that effectively bridging the digital divide requires integrating Universal Design for Learning (UDL) principles and Digital Equity Theory into HE policy, pedagogy, and operational practice. By systematically institutionalizing inclusive digital design and proactively fostering comprehensive attitudinal change, Sri Lanka can achieve equitable and sustainable access to higher education for all learners.
Esther Waithaka, Grace Nyaguthii Muiruri, Hudson Ong’ang’a Ouko
Physical abuse remains a major barrier to quality education and child protection in Kenya. Despite legal frameworks prohibiting corporal punishment, children continue to experience physical violence at home and in schools, often justified by cultural norms. This study examined children’s physical abuse as a predictor of literacy competency acquisition among Grade Three learners in Thika Sub-County, Kiambu County. Guided by Bronfenbrenner’s Ecological Systems Theory, the study focused on Grade Three as a critical stage where learners transition from “learning to read” to “reading to learn,” with early literacy failure having long-term academic consequences. A mixed-methods design involved 401 participants: 364 pupils, 19 teachers, and 18 parents. Data were collected through structured questionnaires, standardized reading assessments, focus group discussions, and academic record analysis. Findings revealed a significant negative relationship between physical abuse and literacy competency: pupils exposed to higher levels of abuse scored lower in reading fluency, comprehension, and vocabulary. Qualitative findings highlighted fear, anxiety, low self-esteem, and reduced classroom participation as mediating factors. About 47% of learners reported abuse at home, and 18% at school, with abused learners performing significantly worse than peers (p < 0.001).The study concludes that physical abuse critically undermines early literacy development. It recommends strengthened school–home collaboration, enhanced child protection, and targeted psycho-social support. Collaborative stakeholder programs are essential to reduce abuse and safeguard foundational learning outcomes.
Nadzrah Sa’adan
Corrective feedback is one of the instructional methods utilised in learning writing. Any indication that a student’s expression might contain an error of some sort is referred to as corrective feedback. Obtaining feedback is a component of the process of writing improvement. Traditionally, this feedback has been provided by human instructors, who meticulously review students' work to pinpoint areas of improvement. However, with the advent of AI technology, particularly exemplified by the ChatGPT model, the landscape of feedback provision is undergoing a significant transformation. Thus, this study aims to investigate the differences between AI and human instructors in providing written corrective feedback, focusing on the ChatGPT AI model within the context of ESL writing instruction in a higher learning institution in Malaysia. The study addresses a gap in research by examining the types of corrective feedback offered by ESL instructors and ChatGPT, aiming to uncover potential differences between them. The research objectives include identifying the types of corrective feedback provided by ESL instructors and ChatGPT and exploring any disparities between them. The study's significance lies in its contribution to understanding written corrective feedback in ESL writing, offering insights for researchers, educators, learners, and policymakers. This research seeks to inform pedagogical practices and educational policies by bridging traditional ESL instruction with emerging AI technologies. Overall, this study aims to shed light on the potential of AI-driven tools like ChatGPT to enhance ESL writing instruction while recognising the enduring value of human expertise in language teaching.
Dr. Bharath Kumar N, Dr. Mohan. N, Namrata Kaushik
In the bustling heart of India's Silicon Valley, Bengaluru, a quiet revolution is underway, not in its gleaming tech parks, but in the homes and neighborhood corners where women run micro- enterprises. This study investigates how Artificial Intelligence (AI), when thoughtfully integrated with community-based support systems, enhances the operational capacity, confidence, and growth of these women-led businesses. Through a mixed-methods study of 200 women entrepreneurs affiliated with three local women’s NGOs, the research explores the adoption patterns, challenges, and benefits of accessible AI tools—such as digital bookkeeping apps, WhatsApp automation, and social media helpers—within the context of grassroots mentorship and peer networks. Our findings indicate that while AI tools alone are underutilized and often intimidating, their combination with structured NGO-led training, emotional support, and practical guidance significantly improves business outcomes. The study concludes that true technological empowerment arises not from tools alone, but from socio-technical ecosystems of care, learning, and local relevance. We argue that empowerment is a collective process, strengthened by both smart tools and warm support, and call for human-centered AI adoption strategies rooted in community trust and grassroots innovation. This study investigates how Artificial Intelligence (AI), when thoughtfully integrated with community-based support systems, enhances the operational capacity, confidence, and growth of women-led micro-enterprises in Bengaluru, Karnataka. Through a sample of 200 women entrepreneurs affiliated with three local women’s NGOs, the research explores the adoption patterns, challenges, and benefits of accessible AI tools—such as digital bookkeeping apps, WhatsApp automation, and social media helpers—within the context of grassroots mentorship and peer networks. Findings indicate that while AI tools alone are underutilized and often intimidating, their combination with structured NGO-led training, emotional support, and practical guidance significantly improves business outcomes. The study concludes that true technological empowerment arises not from tools alone, but from ecosystems of care, learning, and local relevance. It calls for localized, human-centered approaches to technology diffusion in women’s entrepreneurship.
Allea A. Quinio, Jan Von Jovy M. Canua, Jasmin T. Dellosa, Jhondel S. Altomia, John Mark P. Tudom, Jovelyn O. Antolin, Keithlyza Jean B. Nobleza, Marebil Q. Almerol, Marievic A. Porras, Noli P. Julosan.
A quantitative correlational research design was used in the study. For the study, a total of 183 high school students from the Lorenzo S. Sarmiento Sr. National High School in the Mawab District Secondary Schools were selected as the respondents of the study. The weighted mean, Spearman's rho product-moment correlation and multiple regression analysis was used for data treatment. The results showed that the students performed at a high level of caregiving simulation activities; content was rated highest and was followed by quality and organization of the caregiving simulation. Students also reported high levels of self-confidence, problem-solving, active learning, and communication skills. These results show that caregiving simulation can positively influence students' self-confidence and communication skills. Competence, discouragement, and body language were considerably rated. The results establish an important positive relationship between caregiving simulation and student confidence and body language skills, suggesting that if appropriately designed, simulations are effective for teaching caregiving.
Nuryanti Rahayu, Putu Sudira
Vocational education plays a strategic role in preparing students not only for employment but also for entrepreneurship, particularly in remote regions like Merauke where access to business resources is limited. However, many vocational students struggle with essential entrepreneurial skills such as SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis. This study aimed to evaluate the effectiveness of Project-Based Digital Learning (PBDL) in improving students’ SWOT analysis skills. A quasi-experimental approach with a non-equivalent control group design was employed, involving 98 vocational students and 4 teachers from four accredited vocational schools in Merauke. Data were collected through pretests, posttests, and observation sheets focused on the implementation of PBDL elements. The data were analyzed using paired and independent sample t-tests. The findings showed significant improvements in all four SWOT dimensions in the experimental group compared to the control group. The discussion revealed that PBDL supports critical thinking, collaboration, and digital competence, especially when implemented in a structured, contextual, and reflective learning environment. Despite its limitations in scope and duration, this study recommends broader adoption of PBDL in vocational entrepreneurship education. Practically, teachers should be trained to deliver digital project-based instruction, while theoretically, this study contributes to the development of blended learning models that integrate strategic thinking into vocational curricula.
Paulo Tunac Edd, Phd, Roger Jr. Agandao
This study explored the lived experiences of Senior High School student-fisherfolk at the Ilocos Norte Regional School of Fisheries (INRSF) during the goby (ipon) fry season in La Paz, Laoag City, as basis for developing responsive school support mechanisms. Utilizing a descriptive phenomenological research design, the study examined how students balance academic responsibilities and seasonal fishing activities, and how these experiences influence their attendance, academic engagement, and personal growth. Twelve (12) purposively selected Grade 11 and Grade 12 students with at least three years of goby fry fishing experience participated in the study. Data were gathered through in-depth, semi-structured face-to-face interviews guided by an aide-mémoire and were analyzed using Colaizzi’s seven-step phenomenological method to identify significant statements and emergent themes. Findings reveal that participation in the ipon season results in occasional absenteeism and academic challenges, yet cultivates responsibility, resilience, time management, and strong motivation to complete schooling. Teacher and family support emerged as critical factors in sustaining academic continuity. The study concludes that the dual role of student and fisherfolk reflects both constraint and growth, highlighting the need for structured catch-up mechanisms and flexible academic support for coastal learners.
Nor Aslily Sarkam, Nor Faezah Mohamad Razi, Nor Hazlina Mohammad, Nur Amirah Izzah Zainudin
In the era of rapid technological advancement, digital literacy has become an essential competency for educators, particularly primary school teachers who shape students’ early digital experiences. Despite ongoing efforts to integrate technology into Malaysian schools, empirical evidence on the determinants of teachers’ digital literacy remains limited. This study investigates the factors influencing digital literacy among primary school teachers using the Technology Acceptance Model (TAM) as the guiding theoretical framework. A quantitative research design was adopted, and data were collected through self-administered questionnaires from 236 primary school teachers in the Northern Region of Malaysia using multistage cluster sampling. Structural Equation Modeling (SEM) was employed to examine the relationships among digital literacy, perceived usefulness, perceived ease of use, intention to use, and technology acceptance. The findings reveal that digital literacy significantly influences perceived usefulness and perceived ease of use. However, digital literacy does not directly affect teachers’ intention to use technology. Instead, intention to use significantly predicts technology acceptance, highlighting its crucial mediating role within the TAM structure. These results suggest that while teachers may possess adequate digital competencies, motivational factors remain critical in translating literacy into actual technology acceptance. This study contributes to the growing body of literature on educational technology adoption by providing empirical evidence from the Malaysian primary education context. The findings offer practical implications for policymakers and educational stakeholders in designing targeted professional development programs to enhance teachers’ digital competencies and support sustainable technology integration in schools.
Hashim Khan, Irfan Hussain
This research investigates the complex language attitudes and ideologies surrounding English and Urdu in the contemporary sociolinguistic landscape of Pakistan. Utilizing a quantitative survey of 80 respondents, primarily from urban and educated backgrounds, the study examines how speakers perceive the social, economic, and symbolic value associated with English in comparison to Urdu. The analysis is informed by the theoretical framework of Pierre Bourdieu, particularly his concepts of linguistic capital and symbolic power, as well as the framework of Standard Language Ideology (SLI), which explains how certain language varieties become socially legitimized and associated with authority and prestige. The findings reveal a clear hierarchical relationship between the two languages, where English is widely perceived as an essential resource for socioeconomic advancement and professional recognition. A substantial majority of respondents associated English with global opportunities and academic achievement, with 96.3% agreeing that English is necessary for international development and 93.8% viewing it as crucial for academic success. At the same time, the data highlights a strong ideological tension regarding the role of English in relation to Urdu. While English is valued for its instrumental benefits, many respondents also expressed concern about its influence on national linguistic identity, with 72.6% agreeing that the growing dominance of English may threaten the status of Urdu as a symbol of national unity and cultural heritage. In addition to these ideological tensions, the study also identifies the psychological and social consequences associated with the unequal status of languages. More than half of the respondents (55%) reported feeling judged or evaluated negatively when they make mistakes while speaking English, and 48.8% indicated that they experience social pressure to use English in formal or professional contexts. These responses suggest that language use in Pakistan is not only a matter of communication but also a mechanism through which social hierarchies are reproduced. Taken together, the findings support the argument that the dominance of English can operate as a form of symbolic power that privileges certain linguistic competencies while marginalizing others. In line with Bourdieu’s concept of symbolic violence, the internalization of these hierarchies may lead speakers to accept linguistic inequality as natural or inevitable. The study therefore highlights important implications for language policy, suggesting the need for more balanced and inclusive approaches that recognize both the practical advantages of English and the cultural and symbolic significance of Urdu within Pakistan’s multilingual society.
Dewi Maharani Rachmaningsih, Sardjijo
This study aims to describe the results on the Customary Law subject in the Civics Education Program using the Research & Development approach in the first year, namely the first step to the seventh step as UT new model of learning material development. This study is also conducted to produce products in the form of prototypes of UT learning materials and learning strategies that follow the characteristics of UT students, namely conventional, blended, and fully online approaches. This study applies the R&D approach and modifies it into a combination model of Gall and Borg, which includes fifteen steps with a three-year-period study or a multi-year study. The first year of study is the first step to the seventh step, the second year is the eighth step (product development), and the third year covers the ninth step to the fifteenth step. The technique of collecting data is carried out through FGD activities, which are attended by experts about Customary Law, instructional design experts, web design experts, stakeholders, and UT tutors. Data analysis is carried out through qualitative descriptive analysis. The results of the study of Customary Law subjects show, as follows: (1) the number of students who take the subject in semester 2018.1 is 184 persons, 2018.2 is 164 persons, 2019.1 is 178 persons, and 2019.2 is 197 persons. (2) The number of students registered in the online tutorial (Tuton) semester 2018.1 is 55 students, 2018.2 is 44 students, 2019.1 is 32 students, and 2019.2 is 43 students. (3) The number of students who are active in Tuton implementation, semester 2018.1 is 30 students, 2018.2 is 29 students, 2019.1 is 17 students, and semester 2019.2 is 27 students. (4) The average result of Tuton's scores in semester 2018.1 is 32.83, semester 2018.2 is 36.73, semester 2019.1 is 36.67, and semester 2019.2 is 35.83. The contribution of Tuton's score to the final grade of the subject is 50%. Besides producing the results of the first year of study, it also produces development products in the form of (1)learning objectives, competencies that are expected to be achieved by students at the end of the lecture, (2)general instructional objectives into specific competencies that are arranged logically and systematically between one another and end on general instructional objectives, (3)the results of student analysis on the characteristics of students related to their learning abilities as UT students, (4)the results of the context analysis produce a description of the availability of student learning facilities and infrastructure, resulting in specific learning objectives that contain the performance that students are expected to achieve at the end of the lesson, (5) an assessment instrument to be used in measuring student learning outcomes, (6) an instructional strategy for Customary Law that follows the instructional objectives of the subject.
Elacion MA, Fernandez U, Luable, M, Malabago, J, Raposo, M, Villarias, R
“Poverty is not a hindrance to success.” A positive quote that brings encouragement and serves as a motivation to a lot of individuals. At some point, poverty is often perceived as a significant barrier to academic success due to the countless challenges it presents, such as limited access to resources, inadequate learning environments, and increased stress levels. However, this viewpoint overlooks the resilience and potential that economically deprived students can exhibit when given appropriate support and opportunities.Using a phenomenological approach, this study explores the relationship between academic achievement and motivation in children from low-income families. The purpose of the study is to understand the ways in which motivational factors affect the academic success of children from low-income families. Through use of qualitative methods, such as in-depth interviews with five participants and the use of Braun and Clarke’s thematic analysis for comprehensive data analysis ensuring credibility of findings. The rigors of findings were upheld through credibility checks via member validation, narrative extraction for transferability, code-recode strategies for dependability, data validation by participant’s conformability, enhancing trustworthiness of the study. The research reveals the real-life experiences of these children, focusing on their challenges, goals, and support systems. Results show that a combination of strong work ethic, encouraging family relationships, and supportive school environments can promote academic resilience and achievement even in facing severe financial limitations. Overall this investigation highlights the relevance of individualized educational strategies and policies that suit to the unique needs of economically disadvantaged children, indicating that improving motivation might be a key factor in closing the achievement gap in academics.
Mohd Faeez Saiful Bakhtiar, Noor Azmi Ahmad, Nor Adila Kedin, Nurliyana Nasuha Othman @ Fazri, Zulhan Othman
The integration of cross-border Quick Response (QR) payment systems, such as Malaysia's Duit Now and Indonesia's QRIS, represents a pivotal advancement in the ASEAN digital economy. Despite its potential to enhance the tourism experience by streamlining financial transactions, security and privacy concerns remain significant barriers to adoption among international travelers. Grounded in an extended Technology Acceptance Model (TAM), this study investigates the structural interrelationships between perceived security, intention to adopt, and actual usage behavior of the DuitNow platform among Indonesian tourists in Malaysia. Employing a quantitative cross-sectional research design, primary data were collected through self-administered questionnaires from 184 Indonesian tourists at high-traffic destinations in Kuala Lumpur. The proposed hypotheses were analyzed using Pearson correlation, multiple linear regression, and the Sobel test for mediation. The empirical results reveal that perceived security significantly and positively influences both intentions to adopt and actual usage behavior of DuitNow. Furthermore, intention to adopt strongly predicts actual usage and functions as a significant mediator in the relationship between perceived security and actual usage behavior. This research contributes theoretically by positioning perceived security as a paramount antecedent in cross-border financial transactions and demonstrating its critical role in shaping user intent. Practically, the findings provide actionable insights for policymakers, fintech developers, and hospitality stakeholders to optimize user-centric and secure digital payment infrastructures, thereby fostering trust and adoption within the regional tourism sector.
I. L. Ismail, Jamal. N, M. S. Asrulsani, M. Z. A. Chek, Rinda Nariswari, Z. H. Zulkifli
Predicting student academic performance has become an essential research focus in higher education as institutions seek to improve retention rates, academic success, and educational quality. The increasing availability of educational datasets through student information systems and learning management systems provides opportunities for applying machine learning techniques to predict academic outcomes and identify at-risk students. This study presents a systematic literature review (SLR) of machine learning approaches used for predicting student performance in higher education. The review follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to ensure transparency and replicability. Peer-reviewed studies published between 2015 and 2025 were collected from major academic databases including Scopus, Web of Science, IEEE Xplore, ScienceDirect, SpringerLink, ACM Digital Library, and Google Scholar. The screening process resulted in a final selection of relevant studies examining predictive models in educational data mining and learning analytics. The results indicate that Random Forest, Support Vector Machines (SVM), Decision Trees, Logistic Regression, and Artificial Neural Networks are the most frequently used algorithms for student performance prediction. Several studies demonstrate predictive accuracy ranging between 70% and 95%, indicating the effectiveness of machine learning models for identifying students at risk of academic failure. The most influential predictive features include previous academic performance, attendance records, LMS engagement, assignment submissions, and demographic characteristics. The review also identifies several research gaps, including limited use of explainable artificial intelligence, insufficient cross-institution datasets, ethical concerns related to student data, and underutilization of deep learning methods. The findings highlight the importance of integrating predictive analytics into educational decision-making systems and developing interpretable models that support early intervention strategies in higher education.
Mazlen Arepin, Noor Hanim Rahmat
This study examines how self-regulation influences grit, motivational beliefs, and cognitive strategy use in learning among university students. Recognizing that academic success is shaped not only by cognitive ability but also by non-cognitive factors, the study focuses on how learners regulate their learning processes and how this relates to persistence, motivation, and learning strategies. A quantitative survey design was employed using a 5-point Likert scale instrument adapted from Martin et al. (2022). The instrument consisted of several sections measuring grit, motivational beliefs, and self-regulated learning strategies. A total of 61 university students participated in the study. Descriptive statistics and correlation analysis using SPSS were conducted to examine students’ perceptions and the relationships among the variables. The findings reveal that students demonstrate generally high levels of self-regulation, particularly in planning, monitoring, and persisting in their learning tasks. Students also showed moderate to high levels of grit, motivational beliefs, and cognitive strategy use. Correlation analysis indicated significant positive relationships between self-regulation and grit, self-regulation and motivational beliefs, and self-regulation and cognitive strategy use. These results suggest that students who actively regulate their learning are more likely to demonstrate perseverance, maintain positive beliefs about their learning abilities, and apply effective cognitive strategies. Overall, the study highlights the important role of self-regulation in supporting students’ motivation, persistence, and strategic learning behaviours. The findings also provide useful insights for educators in promoting self-regulated learning strategies to enhance students’ engagement and academic performance.
Obed Rashdi Syed, Rosmini Omar, Umar Pervaiz
This systematic literature review examines how seventh-generation (7G) telecommunications and innovation may shape entrepreneurship in the telecommunications sector. While prior studies emphasize technological visions and network capabilities, limited research explicitly links emerging 7G use cases to entrepreneurial value creation. Addressing this gap, the study explores how 7G technologies may enable new entrepreneurial opportunities.
Isabella Cruz Reyes, Ricardo Lim Tolentino
Contemporary governance and corporate systems increasingly rely on the logic of “decoupling,” the theoretical separation of economic and technological progress from their material and human consequences. This paper argues that such abstraction produces a profound “crisis of the decoupled subject,” where the human being is treated as a manipulable data point rather than a sensing, feeling entity. By synthesizing recent ethnographic analysis of sensory displacement among climate migrants in Bangladesh and quantitative investigations into the affective paradoxes of AI service interactions, this study identifies a parallel mechanism of “embodied erasure” operating across environmental and digital domains. The analysis demonstrates that while systems prioritize “legibility” and quantitative efficiency, human well-being remains stubbornly tethered to sensory richness and affective connection. Drawing on theories of digital damage, solastalgia, and embodied knowing, the paper contends that the privileging of the “machine metaphor” over lived experience systematically undermines human resilience. Ultimately, it calls for a re-entanglement of efficiency with embodiment, proposing that sustainable futures depend on recognizing the moral and sensory primacy of the feeling subject.
Adeyiola Ibiwumi, Olaoye Clement Olatunji (Ph.D)
This study investigates the effect of electronic payment (e-payment) systems on total revenue generation by the Federal Inland Revenue Service (FIRS) in Nigeria. Against the backdrop of ongoing digitalization reforms in public finance, the research addresses gaps in the literature regarding the empirical impact of e-payment adoption on government revenue. Utilizing quarterly data from 2011 to 2022, the study employs descriptive statistics, paired sample t-tests, and regression analysis to compare revenue outcomes before and after the implementation of e-payment platforms. The findings reveal a significant increase in total revenue following the adoption of e-payment systems, with the mean revenue rising by 37.7% in the post-e-payment era. The paired sample t-test confirms the statistical significance of this increase, while regression results indicate that e-payment adoption is a strong and positive predictor of revenue growth, even after controlling for company income tax and non-oil revenue. The study concludes that digitalization, particularly through e-payment systems, has substantially enhanced revenue mobilization, transparency, and compliance in Nigeria’s tax administration. However, challenges such as infrastructural deficits, digital literacy, and taxpayer awareness persist. The paper recommends sustained investment in digital infrastructure, targeted taxpayer education, and robust stakeholder collaboration to maximize the benefits of e-payment systems and support fiscal sustainability in Nigeria.
Sancho Jr. P. Cagampang
The primary objective of the study was to assess the perceived impact of artificial intelligence (AI) tools on decision-making styles of administrative staff in Public Schools. It employed descriptive- documentary and survey methods with aid of standardized questionnaires. There were composed of forty-seven (47) administrative staff and twenty-eight (28) school heads, using cluster sampling technique. The study found that position or designation, years of experience, and decision-making style showed significant relationships with work efficiency. Despite differences in professional experience, administrative staff demonstrated generally uniform perceptions of AI tools, suggesting that both novice and experienced personnel similarly recognize their usefulness, ease of use, and benefits. The findings conclude that the effective integration of Artificial Intelligence tools significantly enhances decision-making practices by improving self-efficacy, technological readiness, and positive work attitudes, which contribute to better task and contextual performance. Professional roles and accumulated experience further strengthen efficiency, while the consistently positive perception of AI tools across varying experience levels highlights their value as supportive administrative resources.
Irrish B. Abellanosa, Maura L. Peña, Morgan Jr. E. Fuertes, Myra Flor G. Cagas, Vicel T. Villoria
This study assessed the relationship between collaboration skills and artificial intelligence (AI) competence, grit, and prosocial behavior among Bachelor of Science in Business Administration students at a private university during the 2024–2025 academic year. It aimed to develop a career intervention plan to enhance students’ AI competence, grit, prosocial behavior, and collaboration skills, thereby preparing them to meet evolving industry demands. A total of 150 third-year Marketing Management and Operations Management students at the University of San Jose-Recoletos completed survey questionnaires. AI competence was measured using the Artificial Intelligence Literacy Scale (AILS; Wang, 2022), grit with the Triarchic Model of Grit Scale (TMGS; Datu, 2017), collaboration skills via the Entry-Level Interprofessional Questionnaire (ELIQ; Pollard, 2004), and prosocial behavior using the Prosociality Scale (Kanacri, 2021). Data were analyzed using frequency count, percentage, weighted mean, and regression analysis. Most respondents were between 18 to 23 years old, lived with both parents, and had 1 to 3 siblings. Regarding birth order, the majority were youngest, while combined family monthly income varied, with the largest group earning above PHP 76,700. Respondents were predominantly female, reflecting a young, diverse, and family-oriented population with varying socio-economic backgrounds. Results indicated good overall collaboration skills, with interprofessional learning rated excellent; AI competence and grit were good, while adaptability and prosocial behavior were excellent. Regression analysis revealed that grit, prosocial behavior, and AI competence significantly predicted collaboration skills, with grit as the strongest predictor. Based on the findings and conclusion, a career intervention plan is proposed for adoption.
Mohamad Ridhuan Nasarudin, Noor Hanim Rahmat, Nur Sherina Zainal Abidin, Nur Syazana Arman, Nurmarsya Batrisya Suhar Rezwan, Nurul Afiqah Yusri, Sharifah Amani Syed Abdul Rahman
Public speaking anxiety (PSA) is widely recognized as one of the most common fears among university students and can significantly affect academic performance, communication effectiveness, and confidence in learning environments. This study investigates the influence of confidence and worry on fear of public speaking by examining how these psychological factors relate to behavioural and physiological fear responses. Grounded in Self-Fulfilling Prophecy Theory and Self-Efficacy Theory, the study proposes that confidence serves as a protective factor that can reduce fear, whereas worry intensifies anxiety and heightens fear responses during speaking situations. A quantitative research design was employed, involving 446 respondents, and data were collected using a questionnaire adapted from the Public Speaking Anxiety Scale, which included 17 items measuring cognitive (confidence and worry), behavioural, and physiological dimensions of public speaking anxiety. The data were analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM) through SmartPLS 4 to assess both measurement and structural models. The measurement model demonstrated acceptable reliability and validity, with satisfactory values for factor loadings, Cronbach’s alpha, composite reliability, and average variance extracted. Structural model results revealed significant relationships between confidence and both behavioural and physiological fear, as well as significant relationships between worry and both fear dimensions. Effect size analysis indicated that confidence had small effects on behavioural and physiological fear, while worry had a small effect on behavioural fear and a medium effect on physiological fear. These findings suggest that although confidence helps mitigate fear-related responses, worry plays a stronger role in intensifying physiological symptoms associated with public speaking anxiety. Overall, the study highlights the importance of strengthening confidence while addressing worry in order to reduce fear of public speaking among students and enhance their communication competence in academic settings.
Noor Hamzani Farizam, Riyan Hidayat, Shamsulariffin Samsudin, Wang Jianxun
In recent years, the physical fitness of university students has declined, prompting China to promote the digital transformation of education. Although the Technological Pedagogical Content Knowledge (TPACK) framework has been shown to improve instructional effectiveness, how teachers’ digital competence translates into students’ physical performance remains insufficiently understood. This study examined the relationships among teacher TPACK, student engagement, and physical performance among undergraduate physical education (PE) students in China. It also tested the mediating role of student engagement based on the Stimulus–Organism–Response (S–O–R) model, which explains how external stimuli influence internal states and lead to observable outcomes. A cross-sectional survey was conducted between November 2025 and January 2026 with 872 PE undergraduates from four universities in Guangdong Province, China. Teacher TPACK, student engagement, and physical performance were measured using validated instruments. Structural equation modeling (Smart PLS 4) was used to examine both direct and mediating effects. Teacher TPACK significantly predicted student engagement (β = 0.780, p < 0.001) and physical performance (β = 0.337, p < 0.001). Student engagement also had a positive effect on physical performance (β = 0.321, p < 0.001) and partially mediated the relationship between TPACK and physical performance (β = 0.250, p < 0.001). The model explained 60.8% of the variance in student engagement and 38.6% of the variance in physical performance. Teacher TPACK enhances student engagement and physical performance, supporting the applicability of the S–O–R model in physical education contexts.
Shelton Chinorumba
Women’s empowerment has become a central objective in agricultural research for development, yet its complex, context-specific nature poses conceptual, methodological, and operational challenges. This article reflects on a long-term, feminist-informed collaboration of more than a decade that used mixed methods to study women’s empowerment in agriculture across diverse projects, countries, and research teams. Drawing on quantitative indices, including adaptations of the Women’s Empowerment in Agriculture Index (WEAI and pro-WEAI), and complementary qualitative work, the collaboration interrogated how empowerment is defined, measured, and experienced, and how these understandings evolve over time. Mixed methods were applied within single projects, across related sub-projects, and cumulatively across projects to generate insights into joint asset ownership, intra-household decision-making, time use, and agency, revealing empowerment as multidimensional, relational, and dynamic rather than a static outcome. The article examines how sustained collaboration among researchers from the Global North and South, and across disciplines, challenged assumptions embedded in standardized measures, sharpened conceptual precision, and exposed tensions between instrumental and intrinsic, as well as individual and collective forms of agency. It also highlights the institutional conditions that enable meaningful collaboration—particularly long-term funding, leadership, and iterative learning processes—and how these conditions shape knowledge production and policy influence. The article concludes by proposing priorities for the next generation of agricultural research for development on women’s empowerment, including deeper integration of qualitative inquiry, attention to shifting norms and power relations, and the continued co-development of metrics that remain sensitive to context while enabling comparison across interventions and time.