Journal of Interdisciplinary Studies in Education
As a Scopus-indexed Q2 publication, the Journal of Interdisciplinary Studies in Education (Online ISSN 2690-0408, Print ISSN 2166-2681) serves as a pivotal platform for scholars seeking to shape the educational landscape through groundbreaking research.
Ethical Leadership Practices and Staff Organizational Commitment
The objective of this study was to investigate the status of ethical leadership practices and their impact on academic staff organizational commitment. A survey design was employed in this study. A sample size of 351 academic staff and 242 university leaders was selected. The Ethical Leadership Survey, the Minnesota Satisfaction Questionnaire, and three commitment models were used to collect data. Both descriptive and inferential data analyses were conducted. The study revealed notable differences in perceptions between university leaders and academic staff about ethical leadership practices. The study revealed that Ethical leadership predicts the organizational commitment of academic staff. Job satisfaction partially mediates the relationship between ethical leadership and academic staff affective commitment. However, it fully mediates between ethical leadership, continuance commitment, and normative commitment.
Education, Technology, and Scientific Innovation
Copyright (c) 2026 Guyasa Desalegn, Mekonnen, Kidane, Hundessa, Afework http://creativecommons.org/licenses/by-nc-nd/4.0
This qualitative case study examines how instructional leadership practices enacted by school principals contribute to educational resilience during crises, including the COVID-19 pandemic and recurrent natural disasters (earthquakes and landslides) in Uttarakhand, India. Drawing on semi-structured interviews with 50 school principals and complementary field observations, the study investigates leadership strategies that supported teachers’ professional development, sustained instructional continuity, strengthened communication, and fostered community engagement. Findings indicate that principals who prioritized instructional guidance, collaborative decision-making, and adaptive planning were more successful in maintaining student learning outcomes and minimizing dropout risks during periods of disruption. The study reveals a strong association between sustained instructional leadership and the development of resilient school systems capable of responding effectively to crisis conditions.
crisis, educational resilience, instructional leadership, qualitative case study, Uttarakhand
Copyright (c) 2025 Sudha Dhandapani, Kamaljeet Kaur http://creativecommons.org/licenses/by-nc-nd/4.0
Unveiling the relationships between language learning strategies and academic achievement among Moroccan EFL university students
This paper aims to examine language learning strategies and learning styles among EFL Moroccan undergraduate university students. It also investigates the interrelationships between learning strategies and academic achievement. The sample consisted of (N= 294) EFL undergraduate university students, enrolled in the Department of English Language at the Faculty of Arts and Humanities, University of Sultan Moulay Slimane, Beni Mellal. The participants were 151 (51.4%) females and 143 (48.6%) males, with 148 (50.3%) studying literature and 146 (49.7%) studying linguistics. The data were collected using Oxford’s (1990) Strategy Inventory to gather information on language learning strategies. The data were analyzed using descriptive statistics. The findings showed that participants used language learning strategies frequently, with metacognitive strategies being the most commonly used. Memory, compensation, cognitive, metacognitive, affective, and social strategies were the most frequently used strategies in descending order. Additionally, the study found a moderately positive correlation between language learning strategies and academic achievement. Ultimately, the study drew implications for EFL students, teachers, program administrators, and curriculum designers.
Academic achievement; autonomy; gender; language learning strategies; self-regulated learning.
Copyright (c) 2024 Bendaoud Nadif http://creativecommons.org/licenses/by-nc-nd/4.0
Understanding AI Literacy Among College Students: Voices from a Historically Black College and University
This qualitative case study explores how students at a Historically Black College and University (HBCU) perceive, use, and critically reflect on artificial intelligence (AI) within academic and personal contexts. Guided by a four-dimensional framework: conceptual understanding, application skills, ethical awareness, and critical reflection, semi-structured interviews with 28 undergraduate and graduate students from one mid-Atlantic public research university revealed both opportunities and challenges. Students viewed AI as a supportive “assistant” that enhances efficiency in writing, communication, and learning, but demonstrated limited technical knowledge and occasional uncritical reliance on outputs. Ethical concerns, particularly regarding plagiarism, bias, and data privacy, were prevalent, alongside strong calls for institutional guidance. Findings highlight the need for equity-driven, curriculum-integrated AI literacy initiatives to ensure responsible, critical, and inclusive engagement with emerging technologies.
Copyright (c) 2026 Krishnna Bista , Surakshya Paudel, Uttam Gaulee, Glenda Prime , Benita Threadgill, Victory Momoh, Patricia Crispin Anderson, Ricky Gole , Sujata Sharma , Urasha Mandal , Manisha Rajput , Smriti Garbuja, Kiran Tiwari, Vandana Pandey http://creativecommons.org/licenses/by-nc-nd/4.0
Generative AI Competence and Student Engagement in Higher Education
This study investigates university students' competence and engagement with Generative AI applications, analyzing usage, perceived autonomy, and AI formal learning as predictive mediators. The study used a cross-sectional survey design to collect data from 262 students across various disciplines. Analysis using PLS-SEM revealed that GenAI competence is a powerful, direct driver of students’ engagement (β = 0.255, p < 0.001), accounting for 64.5% of its variance (R² = 0.645), with the direct path showing a small to medium effect size (f² = 0.117). This relationship is significantly mediated through three distinct pathways: GenAI utilization (β = 0.155, p < 0.001), Perceived Autonomy (β = 0.121, p = 0.005), and AI Formal Learning (β = 0.092, p = 0.005).
Copyright (c) 2026 Samuel Nii Adamah Sampah, Macharious Nabang, Elikem Kofi Krampa , Mustapha Issah , Francis Koduah , Harry Barton Essel , Joe Adu-Agyem http://creativecommons.org/licenses/by-nc-nd/4.0
Enhancing Critical Thinking and Self Directed Learning through Integration of Digital Competence and Didactic Strategy in Higher Education
The rapid digital transformation of higher education, accelerated by the COVID-19 pandemic, has exposed a persistent misalignment between digital competence and pedagogical practice, limiting the development of critical thinking and self-directed learning. This qualitative descriptive study investigates how digital technologies and didactic strategies are integrated in practice. Data were collected through interviews, observations, and document analysis involving lecturers and students, and analyzed thematically. Findings reveal disparities in digital proficiency, limited use of advanced tools, and inconsistent implementation of learner-centered approaches. However, integrating digital technologies with project-based learning and peer assessment enhances problem-solving, communication, and metacognitive skills. The study highlights the importance of digital–didactic alignment, emphasizing the need for continuous professional development, institutional support, and curriculum redesign to foster effective, learner-centered digital learning environments.
Copyright (c) 2026 Nurul Latifatul Inayati, Fahmi Ulum Al Mubarok, Annas Fajar Rohmani http://creativecommons.org/licenses/by-nc-nd/4.0
This study examines the effectiveness of thirteen different training programs in mitigating widespread classroom disorder and evaluates school policy acceptance toward three distinct student groups. Specifically, it identifies which training programs have a significant impact on reducing or preventing classroom disruptions. Using ordinal logistic regression, the analysis draws on a dataset of 2,762 responses from the 2017–18 School Survey on Crime and Safety (SSOCS), encompassing schools across urban, suburban, town, and rural settings in the United States. Findings indicate that only four training programs—classroom management, security procedures training, mental health intervention training, and positive behavior intervention—significantly enhance the likelihood of reducing classroom disorder. Additionally, among school policies examined, only those promoting cultural diversity, such as cultural awareness clubs, demonstrate a meaningful positive effect on mitigating widespread classroom disruptions. The study identifies four key training-based competencies essential for teachers: classroom management, security procedures, mental health intervention, and positive behavior support.
Education, Society, and Cultural Contexts
Copyright (c) 2026 Eka Putra http://creativecommons.org/licenses/by-nc-nd/4.0
Examining the Role of School Climate in Promoting Cross-Cultural Emotional Wellness and Psychological Resilience Among Students in Army Schools
This study investigates the influence of school climate on the emotional wellness and psychological resilience of students in army schools, which offers cross-cultural dynamics. The unique environment has students from diverse regional and cultural backgrounds due to the mobility of military families. The research explores how supportive leadership, peer relationships, inclusivity, and emotional safety contribute to students' emotional well-being and ability to adapt in challenging situations. The study utilizes Likert scale instrument to capture data from 120 students in secondary classes from 15 Army Schools across the Northeastern states of India. The findings aim to provide insight into the mechanisms through which school climate can foster emotional balance and resilience, guiding future policies for military-based educational institutions.
army schools, cross-cultural emotional wellbeing, psychological resilience, school climate, secondary class students
Copyright (c) 2026 Sudha Dhandapani, Kamaljeet Kaur http://creativecommons.org/licenses/by-nc-nd/4.0
Short-Term Education Abroad and Global Competence
This study examines the impact of short-term education abroad programs on the global competencies of 829 undergraduate students at a mid-sized public university. Students participated in three- to four-week international education programs during the winter of 2023 and were asked to complete pre- and post-program self-rated measures of their attitudes, knowledge, and awareness in the areas of cultural engagement, diversity tolerance, ambiguity tolerance, knowledge of the host site, and perceived resilience. Results showed that across the duration of their short-term experience abroad students reported increased competencies in all areas except for perceived resilience. The combination of host-country language and language of instruction (English or another language) minimally influenced results in a few areas, including ambiguity tolerance and diversity openness.
Copyright (c) 2026 Lisa P. Chieffo, Ravichandran Ammigan, Meng Fan, Rujia Wei, Noel L. Shadowen http://creativecommons.org/licenses/by-nc-nd/4.0
Examining the teaching competencies of public elementary school teachers
Teaching competency is vital for quality education, enabling teachers to provide effective instruction and support holistic student development. This study assessed the extent of agreement among 65 public elementary school teachers in Ifugao, Philippines, regarding their teaching competencies and examined variations across their demographic profiles. A quantitative descriptive survey was employed using the Teaching Competency Evaluation for Elementary Teachers (TCEET), which assessed five domains: professionalism, teaching effectiveness, instructional planning, classroom management, and adaptability. The results reveal that teachers rated their competencies to a very great extent, with professionalism rated highest. Gender differences emerged solely in instructional planning, favoring males. Age differences appeared in professionalism and teaching effectiveness, with younger and older teachers rating higher.
Copyright (c) 2025 Henry Jr. Balabal, Peter Paul Canuto http://creativecommons.org/licenses/by-nc-nd/4.0
Self-regulated learning (SRL) has been consistently correlated with academic achievement across various educational contexts. Although its importance is widely acknowledged, there remains a notable gap in research on SRL and its predictive power concerning academic achievement within the Moroccan educational setting. This study investigates the relationship between SRL and academic achievement among Moroccan English as a Foreign Language (EFL) university students through a quantitative approach. A total of 403 students completed the Motivated Strategies for Learning Questionnaire, and the data were analyzed via multiple regression analysis. The results revealed a positive relationship, with SRL constructs emerging as significant predictors of academic achievement. The regression model explained 18% of the variance in academic achievement, indicating a moderate but noteworthy impact. The study further discusses practical strategies that educators can adopt to promote SRL, enhance autonomous learning, and equip students with the necessary skills for the complexities of the modern world.
Academic achievement, Autonomous learning, Motivation, Moroccan EFL Students, Self-regulated learning
Copyright (c) 2025 Omar Baissane, Hassan Zaid http://creativecommons.org/licenses/by-nc-nd/4.0
Exploring pedagogical effectiveness in teacher education
This study examined the perceptions, practices, and challenges of Kurdish EFL university lecturers in implementing effective pedagogy within teacher education. Forty lecturers from Iraqi Kurdistan completed surveys and semi-structured interviews. While participants viewed problem-based and collaborative learning as most effective, lecture-based instruction predominated, indicating a gap between beliefs and practice. Challenges included limited resources, insufficient training, political interference, and inadequate integration of technology. Proposed solutions emphasized learner-centered approaches, enhanced teacher training, improved infrastructure, and greater use of educational technologies, including AI tools. Findings highlight the need to align pedagogical beliefs with practice, strengthen pedagogical content knowledge, and integrate technology to improve teacher education quality. Implications extend to policymakers, teacher educators, and institutions in similar EFL contexts.
Effective teaching methods, Kurdish EFL lecturers, pedagogy, teacher education, technology and L2 teaching
Copyright (c) 2025 Rizgar Qasim Mahmood http://creativecommons.org/licenses/by-nc-nd/4.0
Social science teachers’ perceptions and practices of global citizenship education
This study investigated social science teachers' perceptions of and practices in global citizenship education (GCED) through a case study of two government primary schools in Bangladesh. The study was qualitative to obtain in-depth insight from the participants. The schools and participants were selected purposively. In-depth interviews were conducted with four social science teachers and two head teachers. Two FGDs were conducted with students, and four classrooms were observed. The data were analyzed thematically, and nine themes emerged, such as knowledge of GCED; perceptions of diversity, empathy, and solidarity; GCED in the curriculum; pedagogies for GCED; cocurricular activities; GCED; student voice, engagement, and GCED; practicing GCED in the classroom and school; practicing equality in and out of the classroom; and ensuring critical pedagogy through student voice and engagement.
Global Citizenship, Global Citizenship Education, Diversity, Inclusion, Respect, Empathy
Copyright (c) 2025 Tanjima Rahman, Khairul Islam, Arifur Rahman http://creativecommons.org/licenses/by-nc-nd/4.0
Thematic instruction on the wheels of indigenous stories
This study explores the integration of indigenous stories into thematic teaching in Ghanaian kindergartens to enhance foundational learning. Guided by Rogoff’s sociocultural theory and participatory action research, data were collected from four schools in the Awutu-Senya East Municipality through observations and interviews. The findings show that while indigenous stories foster engagement, identity, and literacy, their use is limited due to teachers’ lack of storytelling skills, cultural knowledge, and language fluency. The study recommends curriculum revisions, teacher training, and leveraging professional learning communities to support integration. Emphasizing indigenous narratives can strengthen early learning experiences, and further research is needed to evaluate their broader educational impact.
integration, indigenous stories, knowledge transfer, thematic curriculum
Copyright (c) 2025 Agnes Afua Tetteh, Joyce Esi Tawiah – Mensah, Ebenezer Appah Bonney, Ernest Frimpong Akosah, George Yao Kafu http://creativecommons.org/licenses/by-nc-nd/4.0
Exploring ethical considerations in machine translation
Through this paper, we aim to explore the ethical considerations related to machine translation, with a focus on eliminating bias and enhancing cultural sensitivity. By considering the experiences of individual participants, we aim to strengthen the ability of algorithms to adapt to diverse cultural environments, thereby contributing to the advancement of machine translation. Using partial least squares (PLS), we analyzed data from 5,000 participants, of whom 178 were specifically selected, to investigate the factors contributing to machine translation bias and overlooked cultural nuances. We explained the key determinants of machine translation bias and proposed solutions. This study provides practical suggestions for designing machine translation systems that are both ethical and culturally sensitive, which will directly affect developers, policymakers, and stakeholders in the translation field. This study employed PLS analysis to offer unique insights into ethical considerations, bias mitigation strategies, cultural sensitivity, and the interrelationships among users in machine translation. By drawing on personal experience, this paper contributes to the growth of machine translation’s popularity.
Copyright (c) 2025 Jinfang Yao, Shaidatul Akma Adi Kasuma, Hisham Noori Hussain Al-Hashimy http://creativecommons.org/licenses/by-nc-nd/4.0
Social Responsibility and Institutional Image in a Public University in Peru
Grounded in stakeholder and institutional theories, this study examines the relationship between university social responsibility (USR) and students’ perceptions of institutional image at a public university in Peru. Using a quantitative, correlational design, data were collected from 134 undergraduate students in the Faculty of Social Sciences and Humanities during the 2024–II academic cycle. A structured Likert-scale questionnaire measured perceived USR practices and institutional image, and data were analyzed using Spearman’s correlation. The results revealed a strong and statistically significant positive association between USR and institutional image (rₛ = .762, p < .01), indicating that socially responsible practices are closely linked to how students evaluate institutional reputation. These findings extend existing literature by providing empirical evidence from a resource-constrained public university setting in Latin America, where research remains limited.
Copyright (c) 2026 Yoselin Andrea Huapaya-Capcha, Giomar Arturo Shiguay Guizado, Oscar Florentino Abarca Pizarro, Bryam Alejandro Colán Hernández http://creativecommons.org/licenses/by-nc-nd/4.0
Perceptions, Uses, and Attitudes Towards ChatGPT Among University Students in the Field of Education
Generative AI tools like ChatGPT are reshaping higher education, offering new learning opportunities while raising concerns. This study examines education students' perceptions, uses, and attitudes toward ChatGPT. A quantitative, cross-sectional design was applied with 205 undergraduate and master's students. Data were collected using a validated questionnaire (α = .92) assessing five dimensions. Non-parametric tests were used. Findings show that 90.2% have used ChatGPT, mainly for academic purposes; 82% use it to support their studies, and 23.9% admit to copying content as their own. Affective and academic dimensions received highest ratings. Significant differences appear by gender, age, academic level, year of study, economic status, and unreferenced use. The study concludes that digital literacy and institutional policies are essential for responsible AI integration in higher education.
Copyright (c) 2026 Daniel Pattier http://creativecommons.org/licenses/by-nc-nd/4.0
Heutagogical learning in professional development
This study explores the evolution and significance of heutagogical learning in professional development using a bibliometric analysis of literature published between 2010 and 2024. Heutagogy, emphasizing learner autonomy and self-determined learning, has emerged as a transformative educational paradigm, particularly in the context of workforce training and lifelong learning. The research employs a bibliometric approach to analyze 473 peer-reviewed publications sourced from Scopus, highlighting trends, influential authors, collaborative networks, and key thematic areas. Findings indicate a notable rise in publications since 2016, driven by the increasing demand for adaptive and autonomous learning strategies. Prominent contributions come from multidisciplinary domains, including social sciences, medicine, and computer science, underscoring the broad applicability of heutagogical principles. Co-authorship and co-citation analyses using VOSviewer reveal robust global collaborations, with significant contributions from institutions in the US, UK, and Australia. Key thematic clusters, such as self-directed learning, digital education, and professional adaptability, were identified, reflecting the relevance of heutagogical practices in addressing 21st-century workforce challenges. In order to maximise heutagogy's potential for cultivating flexible, adaptable individuals, this study promotes inclusive research approaches and real-world applications. The results offer significant perspectives for scholars, decision-makers, and professionals who seek to include heutagogical approaches into professional development initiatives.
Copyright (c) 2025 Vaibhav Verma http://creativecommons.org/licenses/by-nc-nd/4.0
This study explores the impact of assistive technologies on academic accessibility for visually impaired students in Moroccan higher education, focusing on translation studies. Using a mixed-methods approach, the research finds that technologies like screen readers are crucial, with 85% of participants using them daily. A strong positive correlation (r = 0.78) is observed between technology use, academic satisfaction, improved task efficiency, and mental health. However, issues with Optical Character Recognition (OCR) software and accessibility barriers persist. The study highlights the need for improved assistive technologies and better-designed educational materials, suggesting further research on their long-term academic and professional impacts.
Copyright (c) 2025 Rachid Ed-dali http://creativecommons.org/licenses/by-nc-nd/4.0
The Influence of Maternal Parenting Style and School-Focused Parenting Practices on Student Engagement
This study focused on the influence of maternal parenting style and school-focused parenting practices on student engagement. It aimed to help instill knowledge and insight in mothers regarding their parenting style and school-focused parenting practices for their children. The respondents in this research were 318 mothers and 318 third-grade learners in 4 public schools in Philippines. The researchers used a quantitative correlational design, median, and interquartile range (IQR). The results of the study revealed that there was no significant relationship or influence of maternal parenting style or school-focused parenting practices on student engagement.
influence; maternal parenting style; school-focused parenting practices; student engagement
Copyright (c) 2026 Trisha Mae S. Duriano, Mark Raven I. Balancio, Eloisa V. Bustamante, Cherrie Rose M. Roca, John Vincent C. Salvatin, Akia Kyle P. Sigua, Crislyn Alpha S. Paloga http://creativecommons.org/licenses/by-nc-nd/4.0
Leadership for inclusive academic integration
Educational institutions should promote student entrepreneurship to foster personal growth, skill development, and social change. By employing collaborative learning strategies that develop leadership and entrepreneurial skills, teachers can improve this. In addition to introducing a business simulation-based learning approach to encourage academic motivation, leadership development, and creative thinking, this paper examines the importance of student leadership in computer science education. This approach, which emphasizes cooperation, was tested with 136 computer science students at a Bulgarian university. The results showed that teamwork and listening skills were more important to students than technical knowledge. The findings imply that business simulations provide a useful setting for developing the technical and leadership abilities essential to the technology industry.
Copyright (c) 2025 Radka Nacheva http://creativecommons.org/licenses/by-nc-nd/4.0
Balancing school, work, and personal life presents significant challenges for emerging young adult female students in pre-service teacher education programs. This qualitative study examined their lived experiences via a phenomenological approach. Five participants were selected through purposive sampling, and data were collected through semi-structured online interviews and analyzed using Colaizzi’s method. Key challenges included time conflicts, role strain, and emotional stress. Despite prioritizing academics and personal well-being, participants demonstrated resilience, supported by family, faculty, and peers. They employed self-regulation and adaptability to cope. The study recommends flexible academic policies, responsive school programs, enhanced financial aid, on-campus jobs, faculty training, and industry collaboration to reduce burdens and improve academic success for working students
Copyright (c) 2025 Joy Angelle Remojo, Reynald Cacho http://creativecommons.org/licenses/by-nc-nd/4.0
Challenges of students in conducting social studies research
This study examined the unique challenges faced by student-researchers in social studies, addressing the scarcity of field-focused research in the existing literature. It employs a basic qualitative design, utilizing written responses and interviews with 29 student-researchers and five faculty members for data triangulation. A reflexive thematic analysis revealed five major themes: dilemmas in topic selection and content exploration; obstacles to participant engagement and data collection; challenges in advisor and panel interactions; difficulties in the research process; and challenges to mental and physical well-being. These findings can inform improvements in research instruction, mentoring strategies, and institutional support systems. The study also highlights the importance of designing discipline-specific interventions and suggests directions for future research based on the identified limitations.
Copyright (c) 2025 Luther Castillo, Margarette G. Laguerta http://creativecommons.org/licenses/by-nc-nd/4.0
Investigating teaching practices in large classes
This study explores primary school teachers’ professional experiences in managing large classes, focusing on their characteristics, teaching and assessment practices, and the challenges they face. A critical case study approach using Atlas.ti 24, with semistructured interviews of 12 teachers (six male and six female) from two primary schools in Tanzania, was employed. Teachers developed their nurturing characteristics over time when teaching large classes. Teachers rely primarily on teacher-centered methods, such as lectures, corporal punishment discipline, and note-taking. Assessment practices include group tasks and summative tests; however, individualized assessments remain a challenge. Teachers face significant challenges, including insufficient resources, poor classroom environments, and limited government support. The small sample size limits the study's generalizability.
Copyright (c) 2025 Hidaya Mohammed Issa , Nilo Jayoma Castulo http://creativecommons.org/licenses/by-nc-nd/4.0
Social and cultural capital in multicultural campuses
This study examines how social and cultural capital influences students’ tolerance in multicultural university settings. A survey of 191 Ma Chung University and Udayana University students in Indonesia revealed that both social capital (networks, trust, and participation) and cultural capital (knowledge, experience, and exposure) significantly predict attitudes toward tolerance (β = 0.35 and β = 0.39, p < 0.05), explaining 43% of the variance (R² = 0.43). Students involved in multicultural activities and strong social networks showed greater acceptance of diversity. These findings underscore the importance of institutional strategies to promote inclusive campus environments by developing students’ social and cultural capital. Future research should investigate the long-term effects and accessibility challenges faced by minority groups in multicultural programs.
cultural capital, higher education, multicultural campuses, social capital, tolerance.
Copyright (c) 2025 Ika Ratih Sulistiani, fita mustafida, dian hakim, alifiati, sayyidah http://creativecommons.org/licenses/by-nc-nd/4.0
Effective self-regulated learning (SRL) is key to academic success, and metacognitive strategies are essential in supporting it across disciplines. This study investigates how metacognitive strategies enhance SRL in online and traditional classrooms. Employing a mixed-methods design, this study analyzed data from questionnaires, educator interviews, and classroom observations involving 300 students. The results show that the use of metacognitive strategies is positively correlated with academic success, with variation across learning environments. Educators reported inconsistent integration of strategies, underscoring the need for standardized approaches. The study recommends tailored solutions: digital tools for online self-regulation and collaborative activities for traditional settings. The study advocates for educator training programs to systematically embed metacognitive strategies into instruction.
Self-regulated learning, metacognitive strategies, online learning, traditional classroom, educational effectiveness.
Copyright (c) 2025 Salah M. Ali http://creativecommons.org/licenses/by-nc-nd/4.0
Pre-service teachers' use of ChatGPT and acquired moral dissonance
This study explores how 10 pre-service teachers at a teacher education institution in Manila utilize ChatGPT and experience moral dissonance. Data were gathered through semi-structured interviews, revealing that ChatGPT is employed for paraphrasing, information search, organizing ideas, and simplifying complex concepts. However, its use develops dependency, diminishes critical thinking, and creates tension between convenience and academic integrity. They justified their actions citing academic pressures, workload, and ineffective teaching practices. The findings highlight the moral acquired such as convenience versus conscience, pressure versus principle, and innovation versus integrity. These conflicts emphasizes the need for institutions to establish ethical guidelines and promote AI literacy. They also promote foster ethical practices among pre-service teachers and equip them to integrate AI responsibly into their practices. This study contributes to understanding the moral complexities associated with AI in education and emphasizes the importance of aligning ethical beliefs with technological advancements to uphold academic integrity.
Copyright (c) 2025 James G. Caling, Joanna Kyla T. Antonio, Ma Fe L. Dimatatac, Mitz D. Sabellano, Victoria Dhane R. Vicencio, Justin M. Prias, John Carlo M. Ramos http://creativecommons.org/licenses/by-nc-nd/4.0
This study evaluated a university-led community extension program using literature-based reading instruction to improve comprehension among children in conflict with the law (CICL) at a rehabilitation center for youth in Cebu, Philippines. Using a quasi-experimental design, significant gains were observed in lexical (t = 0.03) and critical (t = 0.01) comprehension across grades 0–3, 4–6, 7–8, and 11–12, whereas grades 9–10 showed no significant improvement. The program enhanced vocabulary and analytical skills but had a limited impact on interpretive and creative comprehension. The findings highlight the value of facilitator-supported instruction and call for more tailored strategies. This study affirms that reading is a rehabilitative tool and urges further research on long-term and socioemotional literacy factors.
literature-based reading instruction; reading comprehension; CICL; rehabilitation
Copyright (c) 2025 Ma. Cristilina Montañez, Rachel Camilo, Luiscel Teofi Cabico, Aileen Cuevas http://creativecommons.org/licenses/by-nc-nd/4.0
Intercultural competence development for prospective physical education teachers
This study demonstrates the intercultural communicative competence of future physical education teachers. The role of sports in human culture has been studied, with intercultural communication promoting a humanistic worldview. A critical approach, based on theoretical, empirical, and statistical methods, was employed. The study population comprised third-year students specializing in “physical education and sports” at the Kazakh Academy of Sports and Tourism (n=240). Online surveys were conducted among Kazakh and Russian populations using Google Forms and analyzed using Excel and IBM SPSS Statistics. The levels of students in English (with a professional orientation), cultural intelligence, motivation to teach physical education, emotional intelligence, and tolerance were also studied. The results revealed a positive correlation between almost all the indicators studied. Therefore, a program was developed to improve the intercultural competence of future physical education teachers. The application of the program for one academic year had a positive effect on all the indicators studied, characterizing the overall level of intercultural competence of future physical education teachers.
Copyright (c) 2025 Rumilyam Mukhpulova, Lyaziza Sarsenbayeva, Svetlana Urazgaliyeva, Rashidam Mukhpulova, Assel Bazilgalamova http://creativecommons.org/licenses/by-nc-nd/4.0
This study highlighted how teachers and students perceive the effects of the influx of Rohingya refugees on the teaching-learning environment of colleges for higher education in Cox’s Bazar district of Bangladesh. It revealed the issues of admission, the academic environment of the colleges, the attendance and performance of the students, pedagogical changes, the learning attitudes of the students, and the retention, graduation, and well-being of the prime stakeholders. To that end, it deployed an interpretivist approach and qualitative methods of in-depth interviews and focus group discussions with teachers and students from the targeted colleges of the district. In thematic analysis, both teachers and students perceive the crisis negatively, which they have identified as a ‘generation gap’ in terms of contributions to the nation's human resources. The teaching-learning environment of college education has deteriorated since the influx and crisis that has occurred in the locality. Some ad hoc pedagogical-cognitive and local decisions have been made to continue education minimally.
Copyright (c) 2025 Sodip Roy, Santosh Kumar Behera http://creativecommons.org/licenses/by-nc-nd/4.0