The Philippine Christian University (PCU) is a private, coeducational protestant university located in Ermita, Manila, Philippines. It was founded in 1946 through the initiatives of the Laymen of the Evangelical Association of the Philippines. Originally named as Manila Union University, it was renamed as Philippine Christian College (PCC). In 1976, the PCC acquired university status.PCU is one of the two major mainline protestant universities at the heart of Metro Manila. The other is Trinity University of Asia (founded under the auspices of the Protestant Episcopal Church). It is also a member institution of Association of Christian Schools, Colleges and Universities (ACSCU).The university maintains a satellite campus in Iloilo City through a partnership with the St. Roberts International Academy..
Against the dual backdrop of deep integration of global education and international communication of Chinese culture, international schools, as core venues for the intersection of diverse cultures, have become important positions for the overseas dissemination of excellent traditional Chinese culture. Chinese calligraphy and seal carving, which integrate technicality, cultural connotation, and aesthetic value, are core artistic forms carrying traditional Chinese cultural genes, and their educational value and practical paths when integrated into the curriculum systems of international schools have attracted wide attention. Supported by cultural identity theory and cross-cultural education theory, this study adopts curriculum analysis, classroom observation, and semi-structured interviews to investigate 6 international schools with different curriculum systems (IB, AP, British A-Level) in China and Southeast Asia. It systematically explores the core educational value of calligraphy and seal carving in international schools, and sorts out the current implementation status, typical models, and practical dilemmas of teaching practice. The research finds that calligraphy and seal carving have three core values in international schools: they serve as an important link for Chinese students to connect with their cultural roots and construct cultural identity, a key window for international students to understand Chinese culture and cultivate cross-cultural perspectives, and an effective path for all students to improve their aesthetic ability and comprehensive quality. Currently, the teaching of calligraphy and seal carving in international schools faces problems such as fragmented curriculum systems, insufficient professional competence of teachers, poor localization adaptability of teaching materials, and a single evaluation mechanism. Based on this, targeted practical strategies are proposed from four dimensions: curriculum system reconstruction, teacher team building, teaching resource development, and evaluation mechanism innovation. This study aims to provide reference for the standardized and sustainable teaching practice of calligraphy and seal carving in international schools, and contribute to the international educational communication of excellent traditional Chinese culture.
The swift adoption of generative artificial intelligence (Gen-AI), such as ChatGPT and Grammarly, in higher educational institutions worldwide has been observed in recent times. However, the adoption of these technologies in poor countries such as Cambodia is found to be in disarray. This chapter discusses the cultural expectations, attitudes, and opposition of students in Cambodia towards the adoption of generative artificial intelligence technologies in higher educational institutions. This chapter also discusses findings from research conducted by various authors with students at different higher educational institutions in Cambodia to assess the influence of cultural values and educational traditions on the adoption of artificial intelligence technologies. The chapter proves that a profound respect for the authority of teachers is also a key factor in the adoption of Gen-AI in higher educational institutions in Cambodia. The chapter ends with suggestions regarding the adoption of Gen-AI in higher educational institutions in Cambodia.
Against the backdrop of in-depth globalization and multicultural coexistence, art education, as the core carrier of aesthetic education, undertakes the important mission of cultural inheritance, aesthetic cultivation, and cross-cultural communication. At present, China's art education still has problems such as a single content, superficial integration of multiculturalism, and an imbalance between local and foreign cultures, which makes it difficult to meet the educational requirements of the new era. Supported by multicultural education theory, aesthetic education theory, and cultural symbiosis theory, this paper systematically explores the necessity, practical value, existing problems and their causes of multicultural integration in art education by adopting literature research method, investigation research method and case analysis method, and puts forward targeted practical paths from six dimensions including educational philosophy, textbook construction and teaching methods. The research aims to promote art education to break through the traditional paradigm, realize the organic unity of inheriting local culture and learning from excellent foreign cultures, improve students' aesthetic literacy and cultural confidence, and provide theoretical reference and practical guidance for the high-quality development of China's art education.
Against the background of the in-depth integration of cultural globalization and global art education, Chinese calligraphy and seal carving, as core art forms carrying Chinese cultural context and containing oriental aesthetics, their international communication has become an important path to enhance national cultural soft power and promote cross-cultural aesthetic exchanges. From the perspective of global art education scenarios, this paper defines the core concepts of Chinese calligraphy and seal carving, cross-cultural aesthetics, and international communication paths, relies on three major theories of cross-cultural communication, aesthetic education, and cultural soft power, systematically analyzes the current status of carriers, audiences, and communication effects of calligraphy and seal carving international communication, and deeply explores the dilemmas such as cross-cultural aesthetic differences, insufficient educational practice, limited communication carriers, and lack of guarantee mechanisms. On this basis, it proposes optimization paths from four dimensions: cross-cultural aesthetic integration, improvement of educational practice, innovation of communication carriers, and adaptation to audience needs, and constructs a trinity guarantee mechanism of policies, talents, and resources, providing theoretical reference and practical guidance for promoting Chinese calligraphy and seal carving to better integrate into the global art education system and achieve efficient international communication.
This study assessed the cybersecurity awareness and cybersecurity preventive practices among Criminal Justice students at the ICI College of Criminal Justice Education as the basis for developing an Evidence-Based Cyber Safety Education Framework. A descriptive-correlational research design using a quantitative approach was employed. The respondents consisted of 270 Criminal Justice students selected through stratified random sampling. Data were gathered using a researcher-made questionnaire consisting of measures of cybersecurity awareness and cybersecurity preventive practices. The instrument demonstrated excellent reliability, with Cronbach’s Alpha coefficients of 0.978 for cybersecurity awareness and 0.970 for cybersecurity preventive practices. Frequency and percentage distribution, weighted mean, Pearson Product-Moment Correlation Coefficient, and Multiple Linear Regression Analysis were used in analyzing the data. The findings revealed very high cybersecurity awareness and high levels of cybersecurity preventive practices among the respondents. A significant strong positive relationship existed between cybersecurity awareness and cybersecurity preventive practices (r = 0.842, p = 0.000). Regression analysis further showed that all four dimensions of cybersecurity awareness significantly predicted cybersecurity preventive practices, with phishing and online scam awareness emerging as the strongest predictor. Based on the findings, an Evidence-Based Cyber Safety Education Framework was developed to address identified areas for improvement and strengthen cybersecurity preparedness among Criminal Justice students. The study supports SDG 4, Quality Education, through strengthened cybersecurity education and digital competency, and SDG 16, Peace, Justice and Strong Institutions, through improved cybercrime preparedness and responsible digital behavior. Its sustainability contribution is primarily educational, technological, institutional, and governance oriented.
