José Rizal University

In recent years, technological advancements have been replicated in various industries, including sports medicine. Recent developments, such as big data analytics and data mining, which have revolutionized medical services in sports, are apparent in this transformation. This technological shift is motivated by the need to enhance athletic performance, prevent injuries, and offer individualized health advice. Modern lifestyles have simultaneously increased people’s attention to their health, creating a demand for better medical services. However, China’s ability to provide superior medical care needs to be improved due to a lack of medical resources and an ever-increasing patient population. To address these challenges, this research paper presents an integrated framework that leverages Spark-based big data analytics and the XGBoost algorithm. The framework aims to provide a robust sports medical service encompassing real-time health monitoring and data-driven insights. Powered by the formidable distributed computing platform Spark, it adeptly manages extensive sports data generated during training and events, facilitating instant health evaluations. Incorporating the XGBoost algorithm for data mining amplifies health prediction and recommendation capabilities. Renowned for its predictive prowess, XGBoost excels in discerning intricate sports data patterns and trends. Its proficiency in tackling intricates feature selection and modeling tasks ensures precision and actionable insights. Empirical findings underscore substantial enhancements in sports medical services. When applied to chronic disease datasets, the XGBoost algorithm garnered an impressive 93

ObjectiveThis study aims to explore the relationship between physical activity and depression levels among college students, while examining the mediating role of resilience and the impact of gender differences.MethodsUsing measurement tools such as the Physical Activity Rating Scale (PARS-3), the Self-Rating Depression Scale (SDS), and the Adolescent Resilience Scale, a questionnaire survey was conducted among 2,000 college students in Chongqing, China. The data were processed and analyzed using SPSS 26.0, including difference analysis, correlation analysis, regression analysis, and Bootstrap analysis, and the structural equation model was established using AMOS 26.0 software.Results(1) From the perspective of gender differences, male college students exhibit a significantly higher level of physical activity than female students, while also demonstrating significantly lower levels of depression. (2) There is a significant correlation between physical activity, resilience, and depression levels of college students. (3) The level of physical activity exhibits a direct negative correlation with depression levels among college students, with resilience playing a partial mediating role between the two. (4) In the mediation models stratified by gender, physical activity demonstrates greater direct explanatory power for depression among male students, whereas female students exhibit a stronger mediated explanatory power.ConclusionRegular participation in physical activities is an important way to improve the mental health level of college students. As much as possible, college students should be encouraged and supported to participate in physical activities (such as organizing fun sports meetings, sports clubs), which holds positive direct or indirect implications for preventing or reducing the incidence of depression.

This chapter investigates ESG policies and digital transformation within higher education, an area of strategic significance that remains fragmented. Drawing on a systematic review of 23 Scopus-indexed studies published between 2016 and 2026, it identifies a governance gap at the intersection of ESG and digital transformation. While digital technologies promote sustainability and inclusion, governance mechanisms such as ethical oversight, accountability, transparency, and policy coordination have not kept pace. Four primary challenges are identified: conflation of infrastructure with governance, underdeveloped governance theory, uncritical adoption of corporate frameworks, and a lack of comparative or longitudinal research. The chapter advances a governance-oriented agenda emphasizing adaptive capabilities and the development of digitally competent human capital. It advocates for a “twin transition” in which digital innovation and sustainability reinforce one another, thereby moving beyond techno-centric paradigms.

This descriptive action research investigated the impact of Cognitively Guided Instruction (CGI) principles combined with the Concrete–Pictorial–Abstract (CPA) Approach on the development of mathematical thinking among Grade 2 pupils’ conceptual understanding and procedural knowledge of the four fundamental operations. The study utilized a non-directive, facilitative instructional model where the teacher provided targeted prompts rather than direct instruction, allowing pupils to transition from concrete modeling to abstract algorithmic solutions across three assessment phases. Key findings revealed that twelve (12) of the 15 Grade 2 pupils achieved an Above Average Level of performance, while the remaining three reached the Average Level, demonstrating significant growth in terms of problem-solving comprehension, modeling techniques used, solution strategies used, and accuracy of the solution and answer. Both quantitative and qualitative data gathered confirmed that the use of CGI problem types—supported by linguistic translations in English and Filipino—showed the attainment of the goals set, which are to develop the (a) conceptual understanding of the mathematical operations as the pupils explain the solution strategy they used and as they give accurate answers; and (b) procedural understanding of the four fundamental operations by using the appropriate mathematical algorithm as a solution for the word problems. By allowing pupils to internalize mathematical logic through their own invented strategies, the research successfully documented a clear developmental trajectory from intuitive physical representation to formal mathematical abstraction. The study recommends the use of CGI using the CPA approach in the teaching of the four fundamental operations, to reach the level of abstraction and understanding of the four fundamental operations procedurally and conceptually.

BackgroundSupportive teacher–student relationships are increasingly recognized as relevant to university students’ psychological functioning, but their role within ideological and political education (IPE) remains comparatively underexamined. This study examined the associations among perceived teacher support in IPE, presence of meaning in life, and life satisfaction among Chinese university students, with particular attention to the indirect association through presence of meaning.MethodsA cross-sectional survey was conducted with 365 undergraduate students recruited from three higher education institutions in Guangxi, China. Perceived teacher support was assessed using a contextualized version of the Perceived Teacher Support Scale across instrumental, emotional, informational, and appraisal support, while presence of meaning and life satisfaction were measured using established scales. Confirmatory factor analysis and structural equation modeling were used to evaluate the measurement and hypothesized structural models. Indirect associations were examined using 5,000 bias-corrected bootstrap resamples.ResultsThe hypothesized structural model showed good fit, χ2(553) = 810.93, CFI = 0.959, TLI = 0.956, RMSEA = 0.036, and SRMR = 0.053. Perceived teacher support was positively associated with presence of meaning in life (β = 0.305, 95% bias-corrected bootstrap CI [0.181, 0.423]) and life satisfaction (β = 0.191, 95% BC bootstrap CI [0.076, 0.306]). Presence of meaning in life was also positively associated with life satisfaction (β = 0.421, 95% BC bootstrap CI [0.299, 0.534]). A significant indirect association between perceived teacher support and life satisfaction through presence of meaning in life was observed (β = 0.128, 95% BC bootstrap CI [0.073, 0.199]). The model explained 9.3% of the variance in presence of meaning in life and 26.2% of the variance in life satisfaction.ConclusionPerceived teacher support within university IPE was associated with both students’ presence of meaning and life satisfaction, and part of the association between perceived teacher support and life satisfaction was statistically represented through presence of meaning within the specified model. The findings extend teacher-support research into a value-oriented educational context and highlight the relevance of students’ perceptions of supportive teacher–student relationships to presence of meaning and broader evaluations of life.