Bulacan State University (BulSU or BSU; Filipino: Pamantasang Pampamahalaan ng Bulacan) is a public university in Bulacan province, Philippines. Its main campus is in Malolos.BulSU or BSU originated as a secondary school in 1904 ran by the Americans, and has now progressed into one of the biggest educational institutions in Region III.The university is mandated to provide higher professional, technical training and promote research, advanced studies, and progressive leadership. It has been identified by the Commission on Higher Education (CHED) as one of the Center for Excellence and Development institutions in the country and one of the Training Centers nationwide for teachers pursuing education in areas beyond their specialization..
Assessment preparation in teacher education remains a persistent concern as pre-service teachers are increasingly expected to design valid assessments, generate meaningful feedback, interpret learning evidence, and exercise professional judgment in AI-mediated classrooms. This study presents a bibliometric analysis of research on artificial intelligence-enhanced classroom assessment in pre-service teacher education from 2005 to 2025. Using Scopus-indexed publications, the study analyzed 344 documents from 242 sources to map publication trends, citation patterns, influential authors and institutions, geographic distribution, co-citation structures, keyword co-occurrence networks, and thematic evolution. Results show that the field is young but rapidly expanding, with an annual growth rate of 29.61% and a sharp increase in publications from 2022 onward, reflecting the growing influence of generative AI, ChatGPT, automated feedback, learning analytics, and intelligent learning systems. Co-citation analysis revealed three intellectual foundations: teacher knowledge and research foundations, generative AI-mediated pedagogical practice, formative feedback and automated assessment. Keyword co-occurrence analysis identified four major thematic clusters: AI integration and ethical teacher education, intelligent learning systems and data-driven student learning, AI-supported feedback and personalization, and assessment analytics and evidence-based grading. The findings suggest that AI-enhanced classroom assessment is not merely a technological issue but a pedagogical and professional concern requiring assessment literacy, AI literacy, ethical judgment, and teacher agency. The study contributes a field-level understanding of this emerging research domain and highlights the need for more focused, ethical, and context-sensitive studies on how pre-service teachers design, evaluate, and use AI-supported classroom assessments.
Increasing reliance on social media in the workplace has transformed communication, collaboration, and networking. However, excessive social media use can negatively impact on employees' mental health (MH), contributing to stress, anxiety, work-life imbalance, and reduced productivity. This study systematically employed the Delphi method to examine and rank these adverse effects in Malaysia. A Delphi study was conducted with 43 experts specializing in social media and workplace MH. Key psychological stressors were identified and prioritized through two rounds of an iterative survey. Thematic analysis categorized expert insights, whereas Kendall's coefficient of concordance assessed consensus. Six major dimensions of social media's negative impact were identified: (1) digital overload and stress, (2) social comparison and MH, (3) work-life imbalance, (4) reduced productivity and focus, (5) negative impact on well-being and relationships, and (6) privacy and security concerns. Digital overload and stress have emerged as the most critical factors, highlighting the challenges of constant connectivity, information saturation, and workplace expectations. Social comparison-driven anxiety and blurred boundaries between personal and professional lives further exacerbate MH challenges. This study expands on the limited research on workplace social media use and employee MH in Malaysia. The Delphi method offers empirical insights into the most pressing social media-induced stressors, enabling organizations to develop actionable recommendations to balance digital connectivity with employee well-being.
This study systematically maps the intellectual structure, conceptual trends, and emerging frontiers of Outcome-Based Education (OBE) in higher education through bibliometric analysis of 830 peer-reviewed articles published between 2015 and 2024. The dataset spans diverse regional contexts, including Asia, Middle East and Europe, and covers multidisciplinary applications of OBE across engineering, health sciences, business, and teacher education. Using bibliographic coupling and co-word analysis in VOSviewer, the study identifies how these techniques uniquely reveal both the structural interconnectedness of recent trends in OBE and the conceptual density underlying its thematic development. Findings indicate two dominant clusters: (1) competency alignment outcome measurement that is driven by accreditation-mandated reforms in engineering and professional programs; and (2) instructional and institutional transformation, reflecting curricular redesign and quality assurance mechanisms across higher education systems. Beyond describing these themes, the analysis uncovers persistent fragmentation, limited technological integration in outcome assessment, and weak interdisciplinary convergence. In response, the study advances evidence-driven recommendations emphasizing analytics-supported assessment models, faculty capacity-building tailored to disciplinary needs, and crossregional collaborative research to harmonize OBE practices. By providing the most comprehensive and contemporary bibliometric mapping of OBE to date, this study offers a novel contribution by synthesizing global patterns, exposing conceptual blind spots, and proposing pathways for strengthening OBE's theoretical and practical impact on diverse higher education contexts.
An aspect of learning English as a second language is grammar and its application of rules in the use and formation of words in sentences. The study aims to assess students' key grammar micro skills, as well as the challenges and pedagogical implications in ESL classrooms. Using convergent mixed-methods design, a 30-item test on key grammar aspects and faculty perspectives on students' grammar micro skills across various colleges and academic levels in a state university in Bulacan were evaluated. A validated interview questions and grammar test were used which included different aspects such as, verb tenses, coordination and subordination, sequencing of words to form sentences, parallelism, identification of sentence fragments and complete sentences and capitalization and punctuation. Results revealed that appropriate use of punctuation and capitalization, recognition of complete and incomplete sentences, spelling, subject-verb agreement and verb tenses were the key grammar micro skills which students found challenging. Additionally, the College of Engineering and College of Business Administration garnered the highest and second highest mean scores, respectively. The findings obtained from the study may serve as valuable insights to guide curriculum enhancement, pedagogical strategies, and institutional policies for better and more enriched learning experiences.
