Journal of Education and Learning Reviews

Obtaining a Master’s Degree in Career Advancement for Early Childhood Teachers: Motivations and Obstacles

Wed, 06 May 2026 00:00:00 +0700

Background and Aim: Advanced graduate education is increasingly important for strengthening teacher competence, professional identity, and instructional quality in early childhood education. However, limited qualitative evidence exists on the lived experiences of early childhood educators in regional Philippine colleges. This study examined the motivations, challenges, and professional reflections of early childhood educators at Tubod College, Lanao del Norte, who were pursuing or had completed a master’s degree.

Materials and Methods: This study employed a qualitative phenomenological approach. Data were collected through semi-structured interviews with ten purposively selected early childhood educators enrolled in or recently graduated from the master’s program at Tubod College. The narratives were analyzed using thematic analysis to identify recurring motivations, barriers, and perceived professional transformations related to graduate study.

Results: Findings showed that most participants were motivated by career advancement, professional competence, and lifelong learning. Ninety percent of participants reported that graduate study was driven by career growth and the desire to strengthen pedagogical skills. However, they also experienced substantial challenges, particularly balancing full-time teaching responsibilities with graduate coursework, financial pressures, and limited institutional support. Despite these obstacles, participants reported improved teaching confidence, stronger classroom management, deeper understanding of children’s developmental needs, and greater use of child-centered and research-based practices.

Conclusion: Pursuing a master’s degree contributes meaningfully to the professional growth of early childhood educators and improves the quality of classroom practice. Graduate education strengthens teachers’ confidence, pedagogical leadership, and reflective capacity; however, its benefits require institutional support to be sustained. Flexible schedules, mentoring, financial assistance, and structured return-service or incentive policies are recommended to help educators complete graduate studies and apply their learning effectively in early childhood education settings.

Teacher-Mediated Integration of Artificial Intelligence Tools in Special Education: A Phenomenological Study of Inclusive Classroom Practices

Sat, 04 Apr 2026 00:00:00 +0700

Background and Aim: Artificial Intelligence (AI) integration has great potential to improve personalized and inclusive education. In Special Education (SPED), this potential is especially significant for meeting the diverse and individual needs of learners with disabilities. Guided by the Technology Acceptance Model (TAM) and Universal Design for Learning (UDL) principles, this study explored the lived experiences of SPED teachers in using AI tools, focusing on their practical applications, challenges encountered, and the support systems necessary for successful implementation.

Materials and Methods: A qualitative phenomenological design was employed, involving semi-structured in-depth interviews with ten special education teachers. Their accounts of using AI tools in the classroom were collected and transcribed verbatim. The data were then analyzed thematically to identify significant patterns and lived experiences.

Results: Three main themes emerged from the analysis: (1) teacher-mediated integration, where educators used AI tools as extensions of their expertise to support differentiated instruction rather than as autonomous substitutes; (2) ambivalent experiences characterized by both empowerment through time savings and frustration due to inadequate infrastructure, insufficient training, and lack of cultural relevance; and (3) socio-technical and infrastructural barriers that positioned AI implementation as an organizational process requiring systemic support. The findings demonstrate that successful AI integration depends on strong institutional support while preserving teacher professional judgment—a finding consistent with TAM's emphasis on perceived usefulness and UDL's focus on flexible, learner-responsive design.

Conclusion: The study concludes that AI tools have significant potential to promote inclusive education when used as assistive tools mediated by teacher expertise. Their successful and ethical adoption, however, depends on systemic interventions including specialized training, reliable infrastructure, and supportive institutional structures. Rather than replacing teachers, AI serves as a valuable enhancement to educators' capacity to meet diverse learner needs. These findings highlight that AI integration in special education is fundamentally a technological education management issue requiring coordinated organizational support.

Leadership Capacity and Equity in Resource Management: Addressing Global Gaps in Basic Education

Aisah Calandada, Joel T. Aclao — Fri, 03 Apr 2026 00:00:00 +0700

Background and Aim: Leadership capacity and equitable resource management are critical to improving education quality, inclusion, and governance. International frameworks from UNESCO, OECD, and the World Bank emphasize that effective school leadership influences teacher performance, resource allocation, and equitable learning opportunities, thereby supporting SDGs 4, 10, and 16. However, Philippine basic education continues to face persistent challenges related to centralized governance, fragmented institutional coordination, and unequal distribution of educational resources. This study examined leadership and equity themes in global and Philippine education policy documents, compared international frameworks with national priorities, assessed the value of AI-assisted qualitative content analysis, and proposed reform recommendations aligned with the SDGs.

Materials and Methods: This study employed qualitative content analysis using AI-assisted tools to review global education reports and Philippine policy documents. Thematic coding, triangulation, and comparative analysis were conducted to identify recurring patterns, policy gaps, and reform opportunities related to leadership capacity and resource equity.

Results: The analysis revealed five major findings: (1) misalignment among CHED, PRC, and DepEd in teacher education, licensure, and professional standards; (2) centralized governance structures that restrict participatory and responsive decision-making; (3) inequitable resource allocation across regions, gender groups, and income levels; (4) limited school-level leadership capacity due to insufficient training, mentoring, and fiscal support; and (5) fragmented education datasets that constrain evidence-based policymaking. AI-assisted analysis improved efficiency and consistency by supporting systematic coding, reducing repetitive manual work, and identifying latent themes across large document sets.

Conclusion: Strengthening leadership capacity and promoting equitable resource management in Philippine basic education require coherent teacher standards, phased decentralization, equity-sensitive budgeting, institutionalized leadership development, and integrated inter-agency data systems. These strategies can enhance inclusive education, reduce disparities, and strengthen accountable governance in line with SDGs 4, 10, and 16. The study contributes to education policy research by demonstrating how AI-assisted qualitative analysis can support rigorous policy synthesis and evidence-informed reform.

A Comparative Analysis of Students’ Academic Performance in WAEC and NECO in Mathematics and English Language in Jos South, Nigeria

Ojodale Oswald Ameh, James Tokgak Wutenwa — Thu, 07 May 2026 00:00:00 +0700

Background and Aims: Comparability in large-scale examinations is essential for fairness in educational assessment, certification, and access to higher education. In Nigeria, public examination results play a major role in determining students’ eligibility for graduation and admission into tertiary institutions. The West African Examinations Council (WAEC) and the National Examinations Council (NECO) conduct parallel senior secondary school examinations that are often treated as equivalent in content coverage, difficulty level, and grading standards. However, concerns remain about whether performance outcomes across the two examination bodies are consistently comparable. This study examined differences in students’ performance in WAEC and NECO Mathematics and English Language examinations in Jos South Local Government Area.

Methodology: The study adopted an ex post facto research design because it relied on existing examination records without manipulating any variables. Secondary data were obtained from selected secondary schools in Jos South Local Government Area for the years 2019 to 2021. The sample comprised 1,800 students, with 600 candidates drawn from each year. The data covered students’ performance in Mathematics and English Language in both WAEC and NECO examinations. Descriptive statistics, particularly percentages, were used to summarize performance trends across subjects and years. Chi-square tests of independence were applied to determine whether significant differences existed between WAEC and NECO performance outcomes at the 0.05 level of significance. Cramér’s V was also used to assess the strength of association. A major limitation of the study was its ex post facto design, which did not allow control over factors such as students’ socio-economic background, instructional quality, school environment, or examination conditions. Therefore, the findings indicate associations rather than causal relationships.

Results: The findings showed variations in students’ performance across the two examination bodies during the three years. In 2019, a statistically significant difference was found in English Language performance between WAEC and NECO candidates. In 2020, significant differences were observed in both Mathematics and English Language, indicating variations in performance patterns between the two examinations. However, the effect sizes across these significant results were consistently small, suggesting that the observed differences had limited practical significance. In 2021, no statistically significant differences were found in either Mathematics or English Language, indicating closer alignment in student performance outcomes for that year. Descriptively, NECO recorded a relatively higher proportion of passes than WAEC across some subjects and years.

Conclusion: The study concludes that although statistically significant differences existed between WAEC and NECO performance in some years and subjects, the differences were generally small in practical terms. This suggests a substantial level of functional comparability between the two examination bodies. The findings support the continued use of WAEC and NECO results as broadly equivalent credentials for certification, admission, and employment purposes. However, they also highlight the need for sustained standardization, quality assurance, and closer coordination between both examination bodies to strengthen the validity, reliability, and fairness of senior secondary certification in Nigeria.

Expressive Art Workshops and Early Psychosocial Detection: A Mixed-Methods Study

Joshua Agpaoa — Fri, 03 Apr 2026 00:00:00 +0700

Background and Aim: Early psychosocial difficulties among learners can negatively affect academic participation, emotional regulation, and social functioning, particularly in contexts where verbal self-expression is limited. Although expressive arts have been associated with psychosocial support, empirical evidence on their role as non-clinical, screening-supportive practices in basic education remains limited. This study aimed to evaluate the effectiveness of expressive art workshops as supplementary tools for early psychosocial awareness in Philippine basic education, focusing on facilitator observation, ethical non-diagnostic practice, and preventive educational support.

Materials and Methods: An applied mixed-methods design was employed involving 29 facilitators working in school-based wellbeing and psychosocial support contexts, including counselors, healing arts practitioners, and trained volunteers. Quantitative data were collected using Likert-scale instruments measuring workshop implementation quality and perceived psychosocial observation capacity. Data were analyzed using descriptive statistics, composite indices, one-sample t-tests, and exploratory Pearson correlation analysis. Qualitative facilitator reflections were analyzed through reflexive thematic analysis to identify recurring observation patterns and contextual influences.

Results: Findings demonstrated high workshop implementation quality and moderate-to-strong psychosocial observation capacity. The Workshop Implementation Index was significantly above the neutral midpoint (M = 4.42, t = 14.86, p < .001), while the Detection Capacity Index also showed significantly positive ratings (M = 3.73, t = 6.03, p < .001). A positive but non-significant association was found between implementation quality and observation capacity (r = 0.34, p = .071). Qualitative findings revealed three major themes: (1) expressive art as a safe medium for non-verbal communication, (2) psychosocial indicators emerging through learner engagement patterns, and (3) environmental and facilitation conditions influencing observation effectiveness. Facilitators reported that emotionally safe and non-directive workshop conditions supported learner participation and enabled ethical observation of behavioral and emotional cues without diagnostic interpretation.

Conclusion: Expressive art workshops may serve as feasible, ethical, and non-intrusive screening-supportive practices within basic education settings. The study contributes to educational management and psychosocial support literature by positioning expressive arts as structured observation contexts that strengthen early awareness, monitoring, documentation, and referral processes without functioning as clinical assessment tools.

Navigating Intercultural Teaching in Indigenous Peoples' Education Schools: A Case Study on the Lived Experiences of Non-IPED Teachers Working with Subanen Learners

Sat, 04 Apr 2026 00:00:00 +0700

Background and Aim: Culturally responsive education, grounded in sociocultural theory, emphasizes that learning is mediated by cultural tools, social interaction, and community knowledge. In the Philippines, Indigenous Peoples Education (IPEd) requires teachers to integrate Indigenous Knowledge Systems and Practices into classroom instruction. However, many non-IPED teachers assigned to IPEd-implementing schools have limited specialized preparation. This study explored the lived experiences of non-IPED teachers working with Subanen learners, focusing on their expectations, preparations, pedagogical practices, challenges, coping strategies, and perceived administrative support.

Materials and Methods: This qualitative case study was guided by Merriam’s case study framework and Vygotsky’s sociocultural theory. Ten non-IPED teachers from IPEd-implementing schools in the District of Sominot, Zamboanga del Sur, Philippines, were selected through purposive sampling. Data were gathered through semi-structured interviews, field observations, and document analysis. The data were analyzed using thematic analysis to identify recurring patterns across participants’ intercultural teaching experiences.

Results: The findings revealed three interrelated dimensions of teachers’ experiences. First, teachers entered IPEd assignments with apprehension caused by unfamiliarity with Subanen language, culture, and community practices; this led them to pursue self-initiated preparation through community immersion, consultation with elders, and independent cultural learning. Second, teachers developed culturally responsive pedagogical practices, including lesson contextualization, translanguaging, use of local and Indigenous materials, and peer-assisted learning. These approaches helped create culturally mediated learning environments. Third, teachers continued to face language barriers, limited culturally appropriate materials, cultural dissonance, and geographic constraints. They managed these challenges through community engagement, peer collaboration, personal reflection, and resourcefulness. Administrative support was generally limited to encouragement and basic resources, with insufficient contextualized training, materials, and consistent policy implementation.

Conclusion: Non-IPED teachers demonstrated strong adaptive capacity in supporting Subanen learners despite systemic limitations. Their experiences show that teachers function as cultural mediators who scaffold learners’ understanding while developing their own intercultural competence through interaction with communities and colleagues. The study highlights the need for community-embedded teacher preparation, culturally appropriate instructional materials developed with Indigenous elders, and stronger school-level partnership structures to sustain effective IPEd implementation.

Educational Leaders’ Preparation for Digital and Change Management in Basic Education: A Qualitative Document Analysis of Policy Expectations and Preparation Pathway

Norhaemah Dangdang, Joel Aclao — Fri, 03 Apr 2026 00:00:00 +0700

Background and Aim: The rapid digital transformation of education has expanded expectations for educational leaders in basic education, particularly in leading organizational change, digital innovation, and governance reform. International policy and institutional documents increasingly position school leaders as central agents of transformation; however, the extent to which these documents articulate coherent preparation pathways remains insufficiently examined. This study aimed to analyze how educational leaders’ preparation for digital leadership and change management is conceptualized and articulated in publicly available policy and institutional documents, with particular attention to alignment with Sustainable Development Goals (SDGs) 4, 9, 10, and 16.

Materials and Methods: This study employed a qualitative document analysis design guided by Bowen’s framework. Ten purposively selected international policy reports, leadership standards, digital competence frameworks, and institutional guidance documents published between 2015 and 2024 constituted the analytic corpus. Documents were retrieved from reputable organizations, including UNESCO and related policy bodies. Data were analyzed through iterative qualitative content analysis using combined deductive and inductive coding to identify recurring themes, competency expectations, SDG alignment, and discursive gaps in leadership preparation.

Results: The findings revealed that leadership preparation is predominantly framed through normative expectations and competency-based discourse rather than explicit developmental pathways. Documents consistently emphasized competencies related to digital vision-setting, instructional leadership, organizational improvement, and change management. However, structured preparation mechanisms such as induction, mentoring, practicum experiences, assessment systems, and credentialing processes were rarely specified. Alignment with SDG 4 (Quality Education) and SDG 9 (Industry, Innovation and Infrastructure) was more evident than alignment with SDG 10 (Reduced Inequalities) and SDG 16 (Peace, Justice and Strong Institutions). Furthermore, governance-related competencies—including data stewardship, AI ethics, digital accountability, and equity-oriented leadership—were frequently referenced rhetorically but insufficiently operationalized within preparation frameworks.

Conclusion: The study identified a persistent disconnect between leadership expectations and the preparation infrastructures articulated in international policy discourse. Although educational leaders are positioned as key drivers of digital transformation, preparation pathways remain underdeveloped and inconsistently specified. The findings highlight the need for explicit, coherent, and SDG-aligned leadership preparation frameworks that integrate digital governance, ethical leadership, equity, and change management into structured and assessable professional development systems for basic education leaders.

Academic Stress Predictors and Engagement of Teacher Education Students during Pandemic: A Mixed-methods Study

Mon, 06 Apr 2026 00:00:00 +0700

Background and Aim: Academic stress can affect student engagement, particularly during crisis-driven shifts in learning modality. This sequential explanatory mixed-methods study examined academic stress predictors and student engagement among Teacher Education students at Northwestern Mindanao State College of Science and Technology, Tangub City, during the pandemic. Specifically, it assessed life satisfaction, locus of control, gender identity, and social support as predictors and examined their relationship with affective, cognitive, behavioral, and social engagement.

Materials and Methods: The study employed a sequential explanatory mixed-methods design. Quantitative data were collected from 222 Teacher Education students using modified and expert-validated survey questionnaires. Descriptive statistics, multiple regression, and Pearson correlation analysis were used to determine stress predictor levels, engagement levels, significant predictors, and relationships among variables. Qualitative data were gathered through in-depth interviews with 12 randomly selected students across programs and year levels. Interview data were analyzed using thematic analysis to explain and enrich the quantitative findings.

Results: Students were often satisfied with life, showed low internal locus of control, sometimes reflected on gender identity, and sometimes received social support. Their affective, cognitive, behavioral, and social engagement levels were high. Multiple regression analysis showed that life satisfaction (p = 0.015), locus of control (p = 0.003), and social support (p < 0.005) significantly predicted student engagement, whereas gender identity was not significant (p = 0.595). Correlation analysis indicated a significant weak positive relationship between significant stress predictors and student engagement (r = 0.448, p < 0.001). Qualitative findings generated nine themes, including life satisfaction, positive attitude, perceived control, social support, learning modality, study habits, learning environment, school support, and part-time work as factors shaping academic engagement.

Conclusion: Student engagement is influenced by both personal and contextual factors. Higher life satisfaction, positive attitudes, stronger perceived control, and adequate social support promote academic engagement, while learning modality, home environment, institutional support, study habits, and work demands may strengthen or weaken engagement. The findings highlight the need for responsive learning environments, institutional support systems, and student-centered interventions to sustain engagement during educational disruptions.

A Structural Model of Servant Leadership, Teachers’ Job Participation, and Administrators’ Innovative Behavior at Liaoning University

Ntapat Worapongpat — Fri, 03 Apr 2026 00:00:00 +0700

Background and Aim: Higher education institutions in China are facing increasing pressure to enhance administrative effectiveness and innovation amid rapid organizational and technological change. Servant leadership, emphasizing service, empowerment, and ethical conduct, has been recognized as a leadership approach suited to academic contexts. However, empirical evidence regarding its influence on administrators’ innovative behavior, particularly through participatory mechanisms, remains limited. This study aims to examine the direct effect of servant leadership on administrators’ innovative behavior and to investigate the mediating role of teachers’ job participation at Liaoning University, China.

Materials and Methods: A quantitative research design was employed using survey data collected from 352 university administrators at Liaoning University in 2024. The research instrument measured servant leadership, teachers’ job participation, and administrators’ innovative behavior using five-point Likert-scale items. Data were analyzed using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to assess measurement validity and to test direct and indirect relationships among the variables.

Results: The CFA results indicated satisfactory construct validity and reliability. SEM analysis revealed that servant leadership had a significant positive direct effect on administrators’ innovative behavior (β = 0.28, p < .001). In addition, servant leadership significantly influenced teachers’ job participation (β = 0.61, p < .001), which in turn positively affected administrators’ innovative behavior (β = 0.52, p < .001). Mediation analysis confirmed that teachers’ job participation partially mediated the relationship between servant leadership and administrators’ innovative behavior, with a significant indirect effect (β = 0.32, p < .001). The overall model demonstrated good fit with the empirical data.

Conclusion: The findings indicate that servant leadership enhances administrators’ innovative behavior both directly and indirectly through teachers’ job participation. This partial mediation highlights the importance of combining servant-oriented leadership with participatory governance practices to foster innovation in higher education administration. Universities seeking to strengthen administrative innovation should promote servant leadership while actively encouraging teachers’ involvement in institutional decision-making and collaborative processes.

Practice and Exploration of 3D Printing as a Digital Learning Innovation in Technology Education for Teenagers

Yan Jiangang, Ling Gang — Sat, 04 Apr 2026 00:00:00 +0700

Background and Aim: While 3D printing is widely promoted in K-12 education, existing research focuses mainly on technical skill acquisition, leaving a critical gap: how to systematically integrate 3D printing into curricula to simultaneously develop technical competencies, mathematical reasoning, and cultural awareness. This study addresses that gap by examining a three-stage curriculum built around the "Trinity" teaching model—theoretical cognition, hands-on practice, and value guidance—and investigates its effects on adolescents' cognitive processes and learning outcomes.

Materials and Methods: A two-year design-based study was conducted at a university science center and two partner schools in Shanghai, involving 156 students aged 10–15. Data included pre/post knowledge tests, performance assessments using validated rubrics, classroom observations, and student reflections. Quantitative analysis measured gains in technical understanding and mathematical application; qualitative analysis captured shifts in cognitive strategies and cultural identity.

Results: Mastery of 3D printing principles increased from 42% to 95% (p < .001). Independent modeling and optimization reached 90% and 85%, respectively. Students' perception of mathematics as practically useful rose by 65%. Qualitative data revealed three cognitive shifts: (1) reduced cognitive load through physical manipulation, (2) systematic troubleshooting during design iterations, and (3) enhanced cultural confidence via heritage projects (e.g., reproducing traditional ocarinas, mortise-tenon joints). The Trinity model proved effective in connecting abstract concepts with tangible practice.

Conclusion: This study offers a way to bring 3D printing into secondary STEM classrooms that has been tested and could be used elsewhere. The Trinity model produced changes in students that went beyond technical skills—shifts in how they thought and acted that we could actually measure. The work should be useful to people working in educational technology, designing curriculum, or training teachers, especially those trying to bring cultural heritage together with STEM teaching.

AI Corrective Feedback and Thai EFL Writing: A Literature-Based Review

Siwen Li, Sutida Ngonkum — Fri, 03 Apr 2026 00:00:00 +0700

Background and Aim: The rapid development of artificial intelligence has created new opportunities for providing corrective feedback in English as a Foreign Language writing instruction. In Thai higher education, EFL learners continue to face difficulties in academic writing, particularly in grammar, vocabulary, coherence, organization, and academic conventions. At the same time, teachers often experience workload and time constraints that limit their ability to provide timely and individualized feedback. This study reviewed literature on Thai EFL writing difficulties, corrective feedback, and AI-assisted feedback to examine the pedagogical potential of AI-generated corrective feedback in EFL writing development.

Materials and Methods: This study employed a literature-based review approach. Relevant studies were retrieved from Scopus, ERIC, and Google Scholar. The selection criteria focused on peer-reviewed publications related to EFL writing, corrective feedback, automated writing evaluation, and AI-assisted feedback, with emphasis on Thai and comparable EFL contexts. The selected studies were analyzed thematically to identify recurring patterns in writing difficulties, feedback practices, AI applications, and pedagogical limitations.

Results: The review indicates that Thai EFL university students commonly experience challenges in grammatical accuracy, lexical choice, coherence, organization, and academic writing conventions. AI-generated corrective feedback can support writing development by providing immediate, consistent, and individualized responses, especially for surface-level language errors. However, AI feedback remains limited in addressing higher-order writing concerns, such as argument development, rhetorical appropriateness, discourse coherence, and context-sensitive meaning. The findings also show that teacher mediation is essential to help students interpret AI feedback critically and apply it effectively during revision.

Conclusion: AI-assisted corrective feedback can serve as a valuable complement to teacher feedback in Thai EFL writing classrooms. When integrated through a blended feedback approach, AI tools can promote frequent revision, learner autonomy, and individualized support while reducing teacher workload. However, human guidance remains necessary for discourse-level feedback, academic judgment, and contextual interpretation. Future empirical research should examine the combined effects of AI-generated, teacher-provided, and peer feedback on Thai university students’ writing performance and feedback literacy.

Theory-Informed Gamification and Game-Based Learning for Rural Primary Mathematics: A Critical Review of Motivation, Engagement, and Equity

Aminu Haliru SALAME, Tengku Shahrom Tengku Shahdan, Bakare Kazeem Kayode — Wed, 06 May 2026 00:00:00 +0700

Background and Aims: Gamification and game-based learning have gained increasing attention as strategies for improving motivation, engagement, and achievement in mathematics education. However, limited synthesis exists on how digital gamification and traditional game-based approaches support rural primary mathematics learning, particularly in low-resource contexts. This study reviewed recent literature to examine the effects of game-based approaches on learner motivation, engagement, and mathematical proficiency in rural primary education.

Material and Methods: An organized literature review was conducted using peer-reviewed studies published between 2020 and 2025. Studies were selected based on their relevance to gamification or game-based mathematics interventions in rural, underserved, or primary school contexts. The selected literature was analyzed according to intervention type, learning outcomes, motivational effects, engagement patterns, and contextual factors influencing implementation.

Results: The review shows that both digital gamification and traditional game-based learning can enhance students’ motivation, engagement, and mathematics learning when aligned with clear pedagogical goals. Digital gamification supports immediate feedback, progression, and interactive assessment, but its effectiveness depends on access to devices, connectivity, and teacher digital competence. Traditional game-based approaches, including board games, role play, and culturally embedded activities, offer practical advantages in rural classrooms because they are low-cost, adaptable, and socially engaging. Hybrid models that combine limited digital tools with non-digital, culturally relevant games appear especially promising for resource-constrained settings.

Conclusion: Game-based learning in rural primary mathematics is most effective when it is context-sensitive, culturally relevant, and technologically flexible. The findings highlight the need for instructional designs that balance motivation, conceptual understanding, equity, and feasibility. Future research should examine the long-term effects of hybrid game-based interventions on mathematical achievement, learner identity, and sustained engagement in rural education contexts.

A Team-Based Excellence Model for Innovative Educational Management Among New-Generation University Administrators in Liaoning Province

Ntapat Worapongpat — Fri, 03 Apr 2026 00:00:00 +0700

Background and Aim: Higher education institutions are increasingly required to adapt to digital transformation, innovation-driven governance, and collaborative management practices in response to rapidly changing educational environments. However, many universities continue to face challenges related to fragmented management systems, limited digital integration, and insufficient teamwork in administrative processes. This study aimed to develop and validate the Innovative Educational Management Excellence Team (IEMET) Model for new-generation university administrators in Liaoning Province, China, and to propose practical implementation guidelines for innovation-oriented university management.

Materials and Methods: This study employed a sequential mixed-methods design conducted in three phases. Phase 1 involved a comprehensive literature review and semi-structured interviews with seven educational experts and university administrators to identify key model components and indicators. Phase 2 collected quantitative data from 312 academic leaders, faculty members, and university administrators selected through stratified random sampling from universities in Liaoning Province. The data were analyzed using descriptive statistics, reliability analysis, and second-order Confirmatory Factor Analysis (CFA) within a Structural Equation Modeling (SEM) framework. Phase 3 used focus group discussions with nine experts to formulate implementation guidelines for the model.

Results: The findings identified five core components of the IEMET Model: Management System Improvement, Performance Evaluation, Personnel Training, Digital Reform, and Teamwork. After item purification, 47 indicators were retained for model validation. The measurement model demonstrated strong reliability and validity, with Cronbach’s alpha of 0.889 and acceptable convergent validity indices. The second-order CFA indicated excellent model fit (χ²/df = 1.260, RMSEA = 0.026, CFI = 0.987, GFI = 0.952). Among the five components, Digital Reform showed the strongest influence on innovative educational management excellence, followed by Teamwork and Performance Evaluation. The qualitative findings further emphasized the importance of collaborative governance, digital infrastructure, data-driven decision-making, and innovation-oriented organizational culture in strengthening university administration.

Conclusion: The IEMET Model provides a validated and comprehensive framework for enhancing innovative educational management among new-generation universities. The integration of digital reform, collaborative teamwork, performance-based evaluation, governance improvement, and personnel development contributes significantly to administrative excellence and institutional innovation. The model offers both theoretical and practical implications for higher education institutions seeking sustainable transformation in rapidly evolving educational contexts.

Exploring Teachers’ Lived Experiences in Assessing Authentic Student Learning in AI-influenced Classrooms: A Phenomenological Study

Wed, 06 May 2026 00:00:00 +0700

Background and Aim: The increasing integration of artificial intelligence (AI) in education has transformed students’ approaches to academic tasks and challenged traditional assessment practices. While AI tools can support learning and productivity, they also raise concerns regarding the authenticity of student outputs and the validity of assessment outcomes. Grounded in Constructivist Learning Theory and authentic assessment perspectives, this study aimed to explore the lived experiences of senior high school science teachers in assessing authentic student learning in AI-influenced classrooms.

Materials and Methods: This study employed a qualitative phenomenological research design to examine teachers’ experiences in evaluating student outputs that may have been assisted by AI tools. Ten senior high school science teachers from selected public secondary schools in Misamis Occidental and Lanao del Norte, Philippines, participated in semi-structured interviews. Data were analyzed using Braun and Clarke’s six-step thematic analysis framework to identify recurring patterns, meanings, and themes related to assessment practices in AI-rich learning environments.

Results: The findings revealed five major themes: authenticity concerns, challenges in determining genuine understanding, assessment adaptation, professional judgment, and the redefinition of authentic learning. Teachers reported difficulty verifying whether polished and technically sound outputs genuinely reflected students’ understanding. Many participants observed inconsistencies between students’ written outputs and their oral explanations or classroom performance. In response, teachers adapted their assessment practices by incorporating oral questioning, in-class activities, performance-based tasks, and explanation-focused evaluations to make student thinking more visible. The findings also emphasized the importance of teachers’ professional judgment and ethical responsibility in maintaining fairness, academic integrity, and meaningful assessment practices in AI-influenced classrooms.

Conclusion: The study concludes that authentic learning in AI-rich educational environments can no longer be measured solely through written outputs. Instead, authentic learning is better demonstrated through students’ ability to explain, apply, and reflect on their understanding in meaningful contexts. The findings suggest the need for schools and educators to redesign assessment approaches, strengthen authentic and process-based evaluation, and establish clear guidelines for the responsible use of AI in education to ensure that technology supports rather than replaces genuine student learning.

Effect of Online Classes on Academic Performance of Nursing Mothers in Public Universities in Rivers State

Dr. Eliphaletphebe C. Amaewhule, Dr. Doye Angela Igbinedion — Sat, 04 Apr 2026 00:00:00 +0700

Background and Aims: Nursing mothers in public universities often face significant challenges in balancing academic responsibilities with childcare duties, which can negatively affect their participation and academic performance. The emergence of online learning offers a flexible alternative that may help address these constraints by enabling continuous engagement in academic activities. This study examined the effect of online classes on the academic performance of nursing mothers in public universities in Rivers State, Nigeria.

Methodology: A survey research design was adopted. The study population comprised nursing mothers at public universities in Rivers State, from whom 103 respondents were selected using snowball sampling. Data were collected using a self-structured questionnaire, while academic performance was measured using students’ CGPA. The instrument was validated and yielded a reliability coefficient of 0.93. Data analysis involved mean, standard deviation, logistic regression, and a z-test at a 0.05 level of significance.

Results: The findings revealed that online classes enhance academic performance by promoting personalized learning and improving access to academic materials. However, challenges such as poor time management, inadequate infrastructure, and limited technological skills were identified. Logistic regression analysis showed a significant relationship between online learning variables and academic performance, with digital skillfulness, access to devices, and engagement time as key predictors. Additionally, no significant difference was found between married and single nursing mothers regarding perceived benefits and challenges.

Conclusion: The study concluded that online learning positively influences the academic performance of nursing mothers by providing flexibility and opportunities for personalized learning. Nevertheless, its effectiveness depends on access to digital resources, technological competence, and supportive infrastructure, which must be improved to maximize its benefits.

Balancing Face-Saving and Clarity in Written Teacher Feedback: A Systematic Review in Philippine Higher Education

Reybert Caberte — Sat, 04 Apr 2026 00:00:00 +0700

Background and Aim: Written teacher feedback serves not only as corrective instruction but also as socio-pragmatic communication that influences student motivation, interpretation, and engagement. In Philippine higher education, politeness strategies shape how students receive and act on feedback; however, existing studies remain fragmented. This study synthesized literature on politeness strategies in written teacher feedback and examined their pragmatic and pedagogical implications.

Materials and Methods: A systematic thematic literature review was conducted using 50 empirical and theoretical studies. Brown and Levinson’s politeness theory served as the analytic framework. Studies were identified through structured database searches, citation chaining, relevance screening, and quality appraisal. The selected literature was coded according to politeness strategies, pragmatic functions, student engagement outcomes, teacher–student perception alignment, and contextual influences.

Results: The review revealed that positive and negative politeness strategies were the most frequently reported forms of written teacher feedback. These strategies helped preserve rapport, reduce writing anxiety, manage face-threatening acts, and encourage revision engagement. However, excessive hedging and indirectness sometimes reduced feedback clarity and created interpretive ambiguity. A recurring mismatch between teacher intentions and student perceptions was also identified, particularly when polite feedback lacked explicit and actionable guidance. Cultural norms, teacher authority, feedback literacy, and pragmatic awareness strongly influenced how feedback was delivered and interpreted.

Conclusion: Effective written teacher feedback requires a balanced integration of relational sensitivity and instructional clarity. Politeness strategies can strengthen motivation and engagement when they are context-sensitive, explicit, and pedagogically purposeful. Teacher education and higher education institutions should strengthen feedback literacy, pragmatic awareness, and dialogic feedback practices to improve student engagement, revision uptake, and writing outcomes. This review contributes to Philippine higher education by positioning written feedback as a dual pedagogical and socio-pragmatic practice.

Professional Executives at Guangzhou University: Components, Model Validation, and Development Guidelines Administrative Leadership Competencies of Professional Executives at Guangzhou University

Ntapat Worapongpat — Fri, 03 Apr 2026 00:00:00 +0700

Background and Aim: Higher education institutions in China are undergoing rapid transformation driven by globalization, digital governance, and increasing demands for institutional effectiveness. Within this context, professional executives play a crucial role in strengthening university governance, strategic management, and organizational sustainability. However, empirically validated competency frameworks for university executives in the Chinese higher education context remain limited. This study aimed to identify the core components of professional executive competencies at Guangzhou University, validate a structural competency model, and develop evidence-based guidelines for enhancing executive performance and institutional effectiveness.

Materials and Methods: This study employed a mixed-methods research design integrating quantitative and qualitative approaches. Quantitative data were collected from professional executives and senior administrative staff at Guangzhou University during the 2023 academic year using a five-point Likert scale questionnaire administered through stratified random sampling. Qualitative data were obtained through semi-structured interviews and focus group discussions with experts in higher education leadership and governance selected through purposive sampling. Data analysis included descriptive statistics, Confirmatory Factor Analysis (CFA), construct reliability (CR), Average Variance Extracted (AVE), and thematic content analysis.

Results: The findings identified four core dimensions of professional executive competency: Strategic Goal Setting, Organizational Leadership, Administrative and Structural Management, and Organizational Engagement and Motivation. The validated competency model consisted of 20 indicators and demonstrated excellent goodness-of-fit indices (χ²/df = 2.01, CFI = 0.964, TLI = 0.952, GFI = 0.931, AGFI = 0.902, RMSEA = 0.049, SRMR = 0.041). Standardized factor loadings ranged from acceptable to strong levels, confirming convergent validity. All constructs showed satisfactory reliability and validity, with CR values ranging from 0.899 to 0.915 and AVE values ranging from 0.642 to 0.681. The qualitative findings further revealed that effective university executives must integrate strategic, administrative, relational, and motivational competencies to support institutional development and governance modernization.

Conclusion: This study provides a statistically validated competency framework for professional executives at Guangzhou University and contributes to higher education leadership theory by conceptualizing executive competency as a multidimensional construct within the Chinese university context. The findings offer practical implications for policymakers, university administrators, and human resource development units seeking to strengthen executive professionalism, governance quality, and sustainable institutional performance through competency-based leadership development.

Teachers’ Challenges in Implementing Inclusive Education in Elementary Schools

Wed, 06 May 2026 00:00:00 +0700

Background and Aim: Republic Act No. 11650 (2022) strengthened inclusive education in the Philippines by mandating support for learners with disabilities in mainstream schools. However, a policy–practice gap remains, especially in rural contexts where teachers face limited resources and institutional support. This study examined the classroom management, instructional, and resource-related challenges experienced by elementary teachers in inclusive classrooms in Lanao del Norte.

Materials and Methods: This study used a descriptive-quantitative design involving 60 elementary teachers selected through purposive sampling. Data were gathered using a validated Likert-scale questionnaire with high internal consistency reliability (Overall Cronbach’s α = 0.89). The data were analyzed using frequencies, percentages, weighted means (M), and standard deviations (SD).

Results: Findings showed varied levels of difficulty across challenge areas. Teachers reported low difficulty in instructional tasks (M = 2.00), suggesting confidence in adapting teaching strategies. However, they experienced major systemic barriers, particularly the lack of instructional materials (M = 4.93, SD = 0.25) and insufficient administrative support (M = 4.00). Classroom management was also a significant concern, especially in providing equitable attention to diverse learners (M = 4.48).

Conclusion: The study highlights a rural Philippine perspective on inclusive education, showing that systemic constraints are more pressing than pedagogical difficulties. Although teachers demonstrate instructional readiness, the implementation of RA 11650 remains limited by inadequate resources and support. Stronger administrative scaffolding, localized materials, and sustained resource allocation are needed to make inclusive education more effective in rural schools.