Philippine Women's University

This study aims to analyze the implementation of digital-based Islamic learning strategies in enhancing students’ literacy at MIN 3 Metro Lampung. This research employed a qualitative approach with a descriptive case study design based on Creswell’s research framework. The study adopted a qualitative descriptive method, with data consisting of both primary and secondary sources. Primary data were collected through observations, interviews, documentation, and literacy assessments involving 16 informants, including the head of the madrasah, the vice principal for curriculum affairs, Islamic Religious Education teachers, information technology operators, and students. The research was conducted from September to December 2025. The findings revealed that digital-based Islamic learning strategies were implemented through three main stages: planning, implementation, and evaluation. The planning stage demonstrated the madrasah’s commitment to integrating technology into the learning process; however, several challenges remained, particularly regarding institutional policies, teachers’ digital competencies, and infrastructure availability. The implementation of digital learning through Google Classroom, instructional videos, and online learning resources was found to enhance students’ engagement, although continuous teacher guidance was still required. The evaluation involving 30 students indicated a 15% improvement in literacy scores, particularly in their abilities to access, comprehend, and utilize digital information. This study highlights that the success of digital-based Islamic learning is not solely determined by technological adoption but also depends on institutional strategies, teachers’ pedagogical competencies, and the alignment between technological tools and the characteristics of Islamic Religious Education learning.

This study examined the level of knowledge, extent of utilization, and psychological and behavioral factors influencing the adoption of Generative Artificial Intelligence (GenAI) tools among school leaders. A mixed-methods research design was employed, combining survey data and thematic analysis of semi-structured interviews. Quantitative data assessed school leaders' knowledge and utilization of GenAI in terms of school operations, teaching and pedagogy, and school governance, while qualitative data explored challenges and concerns related to AI use. Results revealed that school leaders demonstrated a high level of knowledge of GenAI tools in school operations and teaching and pedagogy, but only a moderate level of knowledge in school governance. Despite this awareness, the extent of utilization across all domains was moderate, with governance showing the lowest level of AI use. Thematic analysis identified four major issues affecting AI adoption: limited utilization, lack of training, concerns about accuracy, and absence of person-centered policies. The findings further showed that professional experience significantly influences both knowledge and utilization, while age and gender have minimal impact. The study concludes that effective integration of GenAI in schools requires a person-centered and ethically grounded approach that addresses psychological readiness and behavioral concerns. Based on the findings, the study proposes the Artificial Intelligence Management Guidelines for Transformative Educational Change (AIM-TECH) to promote responsible, transparent, and sustainable use of Generative AI in educational leadership.

This study explores the impact of the Work Immersion Program on the professional and personal development of students, specifically examining how firsthand industry exposure bridges the gap between theoretical classroom learning and practical workplace application. This study aims to investigate students' field experience and its impact on their personal identity in their field of specialization. Using descriptive-quantitative research utilizing a research-made survey questionnaire validated by the experts. The study involved one hundred (100) respondents from the Technical-Vocational Livelihood strands who completed the work immersion program. The findings revealed a significant relationship between the respondents’ work immersion experiences and the development of their personal identity. This suggests that students adapted seamlessly to their workplace, transforming constructive feedback into career development and ensuring productivity in their professional environment. An A-C-E Experiential Learning Model was developed and used as a guide in the implementation of the program. This model will help the school and company to achieve the learning competencies for the students’ personal and professional identity.

The global demographic shift towards an aging population underscores the critical need for effective and culturally appropriate geriatric care. Existing healthcare models frequently overlook the diverse cultural backgrounds of older adults, potentially leading to communication barriers, patient dissatisfaction, and suboptimal health outcomes. This research investigates how cultural beliefs and practices shape the experiences and preferences of older adults receiving geriatric care, and examines the implications for healthcare providers in delivering culturally sensitive services. Employing a mixed-methods approach, the study combines in-depth qualitative interviews with older adults and healthcare professionals with quantitative surveys to explore the nuances of cultural influence. Key themes investigated include traditional healing practices, family involvement in decision-making, communication styles, dietary and religious preferences, and end-of-life care considerations. The findings are expected to reveal significant variations in how cultural values impact engagement with healthcare, identify specific challenges faced by providers in offering culturally competent care, and highlight areas where current practices are insufficient. This study aims to bridge a critical gap in understanding the intersection of culture and aging in healthcare by providing actionable recommendations for enhancing cultural competence among geriatric care providers. Ultimately, this research contributes to the development of more person-centered, culturally responsive geriatric care, fostering improved patient satisfaction and health outcomes.

This descriptive‑correlational study investigated 100 hospital‑based registered nurses to explore their attitudes toward artificial intelligence (AI) integration and its correlation with clinical‑decision‑making, as well as demographic influences on these two variables, and develop an intervention program. Data were collected via demographic questionnaire, Technology Acceptance Model‑based AI‑Attitude Scale and Clinical Decision‑Making in Nursing Scale. Descriptive statistics, Pearson correlation and one‑way ANOVA were adopted for data analysis. Results indicated that nurses held generally positive attitudes toward AI integration (M = 3.30), with high scores in perceived usefulness and readiness to use AI but low perceived ease‑of‑use. Their self‑reported clinical‑decision‑making was at a high level (M = 3.43), while evidence‑based knowledge application was the major competency gap. All dimensions of AI attitudes showed significant weak‑to‑moderate positive correlations with clinical‑decision‑making; readiness to use AI had the strongest correlation (r = 0.49, p < 0.001). Age and nursing experience were negatively correlated with AI attitudes but positively correlated with clinical‑decision‑making. Educational attainment exerted significant impacts on both variables, whereas gender and clinical unit showed no significant associations. A six‑month AI READY Nurse Program was proposed to improve nurses’ AI literacy and evidence‑based practice capacity. This study suggests that healthcare organizations should optimize the usability of clinical AI systems, carry out stratified AI‑literacy training, and clarify that AI only serves as an auxiliary clinical tool instead of replacing nurses’ professional judgment to promote safe AI implementation in nursing.