Elementary teachers face daily challenges in handling diverse learners, behavioral issues, and classroom demands, requiring resilience to maintain an effective learning environment. This study explored the lived experiences of selected elementary teachers of Felipe R. Verallo Memorial Foundation Inc. and how they demonstrate resilience in classroom management. The research employed a phenomenological design, using structured interviews, observation, and Giorgi’s method of analysis to capture and interpret the teachers’ experiences. Findings revealed that teachers show resilience through patience, flexibility, emotional regulation, and continuous adjustment of teaching strategies. Internal traits such as optimism and perseverance, together with external support from colleagues, administrators, and family, strengthened their ability to cope with classroom challenges. Teachers also used coping practices such as pausing, deep breathing, reflection, prayer, rest, and occasional social interaction. Despite issues such as misbehavior, diverse learning needs, and limited resources, teachers remained committed to providing a positive classroom environment. Based on the results, a proposed set of classroom management practices was developed to support resilient teaching.
This study investigated the effect of organizational climate on the job productivity of lecturers in tertiary institutions in Ogun State, Nigeria. Organizational climate, which includes elements such as communication practices, institutional support, and job satisfaction, plays a critical role in shaping employees’ attitudes and performance outcomes. Although this concept has received considerable attention globally, there is limited empirical evidence within the Nigerian higher education context, particularly at the state level. To address this gap, the study examined the relationship between key dimensions of organizational climate and the productivity of academic staff. The study was guided by four research questions and four corresponding null hypotheses. A correlational research design was adopted for the investigation. The target population comprised 3,432 academic staff drawn from universities, polytechnics, and colleges of education in Ogun State. Using stratified and proportionate sampling techniques, a sample of 1,697 lecturers, representing approximately 49% of the population, was selected based on the Krejcie and Morgan (1970) sample size determination table. Data were obtained through two structured and validated instruments: the Organizational Climate Questionnaire (OCQ) and the Lecturers’ Job Productivity Questionnaire (LJPQ). The instruments demonstrated acceptable reliability coefficients of 0.75 and 0.77, respectively. Data analysis was conducted using descriptive statistics alongside the Pearson Product Moment Correlation at a 0.05 level of significance. The findings indicated strong, positive, and statistically significant relationships between organizational climate and lecturers’ job productivity. Among the dimensions examined, communication, institutional support, and job satisfaction emerged as significant predictors, with job satisfaction showing the highest predictive strength. Based on these results, the study concluded that a supportive and well-structured organizational climate is essential for enhancing lecturers’ performance. Consequently, it is recommended that tertiary institutions strengthen internal communication channels, provide adequate support systems for staff, and implement policies that promote higher levels of job satisfaction.
This study explores the civic consciousness on community development and social responsibility of the ROTC students. The participants of the research consist of 20 students who are enrolled in Quirino State University Main Campus. This qualitative study was utilized a phenomenology study method in which lived experiences of several individuals are described as related to a phenomenon they have in common. Content/narrative analysis was utilized and purposeful sampling technique was used. The findings revealed that the students developed and experienced leadership skills, a bond of camaraderie was formed, horizon were widen and character development, friendliness, communication skills, act of kindness, self-confidence, and social responsibility were fostered. With these findings, the researcher recommends strengthening civic consciousness remains essential for building informed, engaged, and socially responsible citizens in an evolving global landscape.
Recent research has focused on autonomous learning without offering a clear differentiation between this construct and self-directed learning. The purpose of this article is to provide a heuristic position—that is, a speculative, theoretical formulation—that suggests autonomous learning can be manifest in all three modes of agency (i.e., individual, proxy, or collective; Bandura, 2006) in the activation of learning activities; however, self-directed learning represents the degree to which personal agency is exercised individually by directing the creation of such activities. Thus, autonomous learning represents a necessary but not sufficient condition for self-directed learning.
This study examined three questions: how reading with embedded cognitive activity foster preschoolers’ executive functions; what variations exist between groups exposed to embedded cognitive activity and a control group that lacked executive functions engagements and how reading a story with embedded cognitive control varied across three months post intervention period. Using pretest-posttest design with random sampling of estimated 40 kindergarten children, the study measured their executive functions on three variables: Working Memory retention, Inhibition Control and Set Shifting. Overall, the findings indicate that the effect of reading stories with embedded executive function (EF) activities remained strong after the training and across the three-month post-intervention period. Participants in the experimental group consistently demonstrated higher EF activities scores than those in the control group. The similarity in group variances confirmed that the comparison was statistically appropriate. The one-way ANOVA showed a significant difference between groups, while the very large effect size estimates suggest that the sustained differences in EF performance over the three months were largely attributable to the intervention. This implies that the EF-embedded reading activities produced a stable and lasting improvement in executive functioning during the follow-up period.
Feedback is an essential tool in education that helps students recognize their knowledge gaps and enhance their performance, ultimately helping them achieve their learning objectives. For feedback to be effective, it should be provided promptly, clearly communicated, and include specific suggestions for improvement. Its effectiveness relies not only on the teacher but also on various factors, including the feedback’s characteristics, the individual traits of the students, the teacher-student relationship, and external influences that affect how feedback is received and utilized. This systematic review, based on an analysis of 28 studies from the past decade following the PRISMA 2020 method, examines the role of feedback in primary education, particularly focusing on factors that influence students' acceptance of teachers' criticism. The findings indicate that the effectiveness of feedback significantly depends on its type, delivery method, timing, educational approach, and context. Students respond best to feedback that is clear, positive, and tailored to encourage improvement. Additionally, external factors - primarily technology and, to a lesser extent, family dynamics and classroom environment - played a role in how feedback was accepted. Furthermore, there has been limited research on the crucial impact of individual student characteristics and a teacher-student relationship built on trust and respect in shaping how receptive students are to criticism. Lastly, the study found that self-assessment and peer collaboration significantly promote positive attitudes and engagement in learning.
The learning of foreign/second languages is part of all school curricula as well as social and business life. There are thousands of research articles, MA and PhD studies that have examined the impact of current approaches, methods and techniques in language teaching. Despite these studies, this area is not without its problems. First, the famous linguists’ views of language learning are imposed on language learners. Second, there are limited – about fifteen – number of approaches and methods in the literature. The last problem is, among others, that the current and imposed communicative language teaching is considered the best method in the research context and in the literature. However, the study showed that not all students favoured the imposed approaches and methods. For these reasons, this study aimed to explore Turkish EFL students’ views on how the English language should be taught. To this end, these students were taught the approaches and methods mentioned in the literature during a course in two terms, each lasting 15 weeks. At the end of the second term, they were required to write down their suggestions for new approaches and methods of language teaching. To assess the training, the study used a qualitative research approach to explore these views and the case study method to limit the scope of the study with the views of tertiary EFL students. Although some of their propositions are consistent with the views in the literature, some of them differ. Therefore, the study suggests that approach and method views in the literature may not apply to all types of learners and any language teaching approach and method must not be regarded as best or out of date in advance unless the learners are consulted.
The higher education curriculum is a comprehensive framework that establishes educational objectives, organizes subject content, guides teaching strategies and shapes student assessment. This study evaluates the current curriculum in Afghanistan's higher education system to identify its strengths, limitations, and the need for reform in light of modern educational expectations, labor market demands, and international standards. A cross-sectional descriptive design was employed in 7 public and private universities in Kandahar, involving 218 lecturers and 385 students selected through systematic sampling. Data were collected using structured questionnaires and analyzed with SPSS IBM-26 based on descriptive statistics. The findings revealed that the curriculum aligns with Islamic and national values, providing a foundational academic structure. It has shortcomings in fostering practical skills, innovation, and compliance with global standards. Both lecturers and students emphasized the need for updates in teaching methods, course content, and assessment strategies to meet global academic and professional requirements better, thereby enhancing academic quality and relevance. These insights underscore the importance of context-specific curriculum reform that strikes a balance between national identity and international standards, fosters practical learning, and addresses the evolving needs of students and the labor market.
The study aimed to explore Saudi English as a Foreign Language (EFL) teachers' awareness and attitudes toward the use of AI-based applications to support teaching practices. It adopted a systematic sequential mixed-method approach, triangulating the data to get a deeper investigation by collecting quantitative and qualitative analysis. Two study instruments were used: a questionnaire with a sample of 55 EFL teachers (38 females and 17 males) and semi-structured interviews with a sample of seven teachers (two males and five females). The quantitative data were analyzed statistically using SPSS. The interviews were transcribed using Readai software, which transforms audio into a writing form and then coded manually. Afterward, the researcher used thematic analysis to reveal emerging themes and findings. The quantitative results showed that EFL teachers have high to moderate awareness and positive attitudes toward AI-based applications supporting their teaching practices. Moreover, teachers' high technological knowledge is the strongest indicator of their positive attitudes toward AI-based applications. However, teachers need to be more aware of the pedagogical contributions of AI and the strategies to apply them effectively in their teaching practices. In addition, the qualitative findings revealed that teachers fear overreliance, which might diminish the human factor in teaching. Also, teachers were concerned about the students' reliance on AI-based applications, which led to issues with academic integrity and misinformation. Based on the findings, the study has implications and suggestions for enhancing teachers' technological pedagogical awareness of AI-based applications in EFL education.
Integrating 21st-century abilities into teacher education has become an essential component of preparing educators for modern classrooms. Specifically, incorporating integration of the 21st Century Skills such as communication, critical thinking, collaboration, problem-solving is crucial to the teaching and learning processes, hence need to be part of teachers’ pedagogical competence. The study looks into the effect of incorporating 21st-century abilities, notably critical thinking, collaboration, and innovation, on teachers' pedagogical competency in selected private colleges in Kiambu County, Kenya. From the study, critical thinking abilities, particularly problem identification and logical reasoning, greatly improve instructors' capacity to create learner-centred instructional techniques. Collaboration skills, such as classroom management and course development, also help teachers increase their efficacy by creating inclusive and engaging learning environments. Furthermore, innovative skills, such as technology integration and digital resource usage, have been shown to improve instructional adaptability, making learning more engaging and efficient. Incorporating 21st-century skills into teacher training programs is critical to improving pedagogical competence. The study suggests that teacher education institutions should improve experiential learning methodologies, enhance digital literacy, and implement organized cooperation frameworks to better educate pre-service teachers. These findings add to the continuing debate on teacher education reforms and provide practical insights for curriculum authors, legislators, and educational stakeholders trying to improve teaching standards in Kenya and worldwide.
The rapid expansion of digital technologies has transformed modes of communication and social interaction, while also facilitating harmful phenomena such as online hate speech. This paper examines the dynamics, targets, and consequences of online hate speech, with a focus on its impact on the Roma minority in Greece. Drawing on existing literature and prior empirical research, the study identifies recurrent negative constructions of Roma in social media discourse, ranging from stereotypes of criminality and dependency to explicit calls for exclusion and elimination. The analysis highlights the profound psychological, social, and civic consequences of such rhetoric, including anxiety, depression, self-ghettoisation, polarisation, and the normalisation of intolerance. The paper argues that conventional counter-speech strategies, while necessary, are insufficient to disrupt entrenched discriminatory narratives. Instead, it proposes a multidimensional framework designed to enhance critical engagement, foster empathy, and build digital resilience among both Roma and non-Roma populations. This framework emphasizes collaborative learning environments, culturally responsive pedagogy, and the development of competencies to manage and challenge harmful online discourses, as well as to promote inclusive civic engagement. By addressing both individual and structural dimensions, the study underscores the urgency of multi-level strategies to counteract the glocal hostility—where globalized hate speech tropes intersect with local socio-cultural prejudices.
This study was conducted in Homa Bay Sub County, Kenya to explore the adoption of ICT among senior teachers, aged between 45-60 years, in teaching and learning of science. A qualitative research approach using a case study design was employed. Eight secondary school senior teachers of science, 2 females and 6 males, within Homa Bay Sub County were purposefully selected. Semi structured interviews were conducted one-on-one basis followed by classroom observation and document analysis. Analysis of the data revealed that senior teachers of science generally integrate ICTs in planning, assessment and in classroom teaching; however pedagogical preferences and teacher’s workload had an influence on their choice of pedagogy. Subsequently, traditional pedagogy dominated their classroom lessons while ICT partially integrated as complementary to teach specific topics in science. The major factors revealed, that stalled ICT adoption in science teaching among the senior teachers, were insufficient technical support that reduced confidence of ICT integration, scarce practical training on ICT usage, basic expertise level in using ICT and inadequate ICT infrastructures in schools. Nonetheless, the senior teachers of science acknowledged that ICT is convenient and beneficial in teaching and learning. Thus, for increasing ICT integration by senior teachers of science in teaching and learning, it was recommended that the senior teachers of science be exposed to consistent ICT training to be abreast with current ICT knowledge, policies developed for teachers’ preparation and professional development be supportive and emphasize ICT integration in pedagogy.
As Artificial Intelligence (AI) enabled avatars rapidly enter higher education classrooms—particularly in asynchronous formats—faculty, instructional designers, and administrators face a critical challenge: how to understand and implement these tools beyond surface-level functionality. Despite growing adoption, the literature remains fragmented, offering limited guidance on how epistemic trust, learner identity, and institutional strategy intersect in avatar-mediated instruction. This paper addresses that gap through a theory-building integrative review that synthesizes interdisciplinary literature from instructional technology, psychology, sociology, and organizational studies. The review develops a synthesized framework of epistemic trust, learner identity, and organizational readiness for AI avatar integration. This framework helps educators and institutional leaders better understand how AI avatars influence learner engagement, reshape digital identity formation, and drive transformation in knowledge management processes. The analysis identifies key conceptual variables and moderating factors—including gender, AI familiarity, social presence, avatar design features, and institutional culture—that shape both learner trust and organizational response to AI-mediated communication (AMC). These elements together position AMC not as a passive technological tool, but as a cognitive and pedagogical shift with implications for instructional practice, organizational systems, and equitable AI integration. Rather than presenting empirical results, this paper lays the conceptual groundwork for future research. The frameworks offered here are designed to inform evidence-based inquiry, support faculty and instructional design practice, and guide institutional policy as higher education evolves toward AI-enabled knowledge ecosystems.
The word language learning and language teaching usually refers to a foreign language or a second language due to the governmental systems of the countries. Thus, learning a foreign language or acquiring a second language has become an indispensable element not only of the educational system, the business world, but also of daily life in today's global world. It seems that learning a foreign language or a second language is made possible primarily through knowledge of vocabulary and grammar. At this point, pronunciation is just as important as the previous two skills. The cumulative approach to teaching a subject requires systematic repetition. The aim of this paper is therefore to analyze an English textbook by comparing and contrasting it with the cumulative teaching principle applied in the United Kingdom (UK) curriculum. The study uses a qualitative approach and a case study method to describe the two curricula and the textbook. The curriculum has been revised several times over the past two decades in Turkey, but the students’ success is still low at the national and international exam. The study offers that if the curriculum were prepared on the basis of cumulative teaching principle, the outcome would have been successful. It is suggested that the MoE needs to assign qualified academics to develop the curriculum, syllabus and English textbooks.
In the current workplace, it is crucial to possess a blend of traditional skills and adaptable knowledge founded on key meta-competencies like critical thinking, emotional intelligence, and lifelong learning. This research examines the importance of these meta-competencies in improving professionals' skills to manage the challenges of the modern workplace. The study emphasizes the importance of these skills in promoting innovation, adaptability, and resilience across different sectors by leveraging established theories and current research. It investigates the crucial role of incorporating these skills into educational and professional settings to equip individuals for the difficulties posed by a swiftly evolving global economy. By developing these vital skills, companies can prepare their employees to succeed in a fluctuating and unpredictable environment.
Organizations across the US are facing a growing skills gap due to rapid technological advancements, globalization, and demographic shifts. This gap between the skills employers require and the workforce's capabilities has led to economic consequences, including reduced productivity, wage disparities, innovation bottlenecks, and underemployment. High-growth industries such as technology, healthcare, advanced manufacturing, and renewable energy are particularly affected, leading to labor shortages that hinder economic growth. This paper examines the implications of the skills gap. It explores strategies for closing it, emphasizing the role of employer-led upskilling initiatives, public-private partnerships, and the strategic role of human resources (HR) in workforce planning. Policy recommendations, including government incentives for vocational education and apprenticeship programs, are also discussed as vital measures to ensure a resilient and competitive workforce.
The research aims to investigate the current state of digital competence among English teachers at high schools in Da Lat, Vietnam, and provide recommendations to improve their digital skills. The research team conducted a survey of 28 English teachers at seven high schools in Da Lat, using a Likert scale with five levels and statistical analysis methods. The results show that the teachers' abilities to use electronic devices, educational software, and to search, select, and diversify information from the internet are all at very high and high levels. When encountering technical issues during teaching, the teachers' problem-solving skills are also at a very high level. However, the frequency of teachers using digital technology to grade assignments for students is only at a moderate level. The obtained results can provide a source of information and data for high schools in Da Lat and nationwide to compare, contrast, and develop strategies to enhance the digital literacy of English teachers at teaching institutions.
Scholars in self-directed and autonomous learning typically have adopted an agentic perspective of these phenomena that includes the characteristic of forethought; however, unanticipated fortuitous intersections with imposed aspects of the environment can catalyze such agency thereby influencing entire life trajectories. The purpose of this article is to discuss the role of fortuitous intersections in order to further our understanding of personal agency as manifest in learning.
Introduction: This study explored Taiwanese perspectives on cellphones as recreational, informative, or functional tools, surveying 471 participants from southern Taiwan (171 males, 300 females).Methods: An 11-item questionnaire was developed and validated with 135 participants before the main study. Factor analysis confirmed three key factors—recreational, informative, and functional—demonstrating high reliability (.866) and explaining 67.793% of total variance. The questionnaire was administered online in 2022, and data were analyzed using SPSS.Main Findings: Findings revealed that females used cellphones more than males across all categories, including gaming, learning, and fitness tracking. Younger and middle-aged individuals engaged more in recreational and informative activities than older groups, highlighting generational differences in mobile technology use. Students dominated recreational use, except for those in agriculture-related fields. Service workers and individuals in unspecified occupations exhibited higher recreational and informative use than professionals and retirees. Cellphone ownership duration also influenced usage patterns. Participants who owned phones for over 10 years showed lower recreational use, likely due to habituation, while those with 5-8 years of ownership engaged more in informative activities. Daily usage time further shaped usage behaviors, with 3-5 hours of daily use linked to more recreational activities.Conclusion: These results highlight demographic influences on cellphone functions.
This study explores the influence of earnings management on investment efficiency in Zambia, addressing a critical gap in local financial literature. Through empirical analysis and stakeholder surveys, it examines the prevalence of earnings management, its relationship with investment efficiency, and strategies to mitigate its effects. Findings reveal varied perceptions among stakeholders regarding earnings management practices and their influence on investment decisions. Strategies to combat earnings management emphasize transparency, regulatory oversight, and stakeholder education. Recommendations include strengthening regulatory frameworks, enhancing stakeholder awareness, and promoting industry collaboration. This research contributes to understanding financial practices in Zambia, providing insights for policymakers, regulators, and businesses. Further research is needed to deepen understanding of earnings management's complexities and its implications for financial reporting and investment efficiency.
