Excellencia: International Multi-disciplinary Journal of Education (2994-9521)
The Excellencia: International Multi-disciplinary Journal of Education (ISSN 2994-9521) is a distinguished, double-blind, peer-reviewed publication that operates on a monthly basis. Dedicated to advancing the frontiers of knowledge, this esteemed international journal serves as a vital platform for academics, researchers, and educators to share their profound insights and expertise with a global audience. With an unwavering commitment to excellence, EIMJ publishes cutting-edge research that delves deep into multifaceted topics, enriching the scholarly landscape. Emphasizing the significance of rigorous evaluation, the journal boasts a swift and meticulous peer review process, ensuring the dissemination of high-quality and well-vetted contributions to the academic community worldwide. JOURNAL INFORMATION Journal title : Excellencia: International Multi-disciplinary Journal of Education Initials : IJME Abbreviation : Int. Multi. Jour. Edu. Frequency : Monthly Published DOI : Publisher Association : Antis Publishing House Online ISSN : 2994-9521 Collaboration Institution : Tashkent branch of Plekhanov Russian University of Economics Publisher : Multi Journals Press Citation Analysis : IEEE Reference Style Accreditation : - Abstracting and Indexing : Click here
Adaptive Instructional Supervision to Enhance Teachers’ Performance: Projected Outcomes
This research aimed to examine how the instructional leadership practices of school heads are related to teachers’ performance based on the Philippine Professional Standards for Teachers (PPST) domains in the secondary schools of Clarin District, Bohol Division during the School Year 2025–2026. Using a descriptive-correlational research design, the study gathered data through a survey questionnaire composed of three parts: the respondents’ profile, the level of instructional leadership practices, and the level of teachers’ performance. Data were analyzed using statistical tools such as frequency, percentage, weighted mean, standard deviation, and Pearson-r. Findings revealed that school heads demonstrated very highly evident instructional leadership practices in areas such as planning and preparation, classroom observation, feedback and evaluation, professional learning continuity, and overall effectiveness. Similarly, teachers’ performance across the seven PPST domains was found to be highly to very highly evident, reflecting strong adherence to professional standards. Moreover, the study established a significant relationship between instructional leadership and teachers’ performance, suggesting that effective leadership plays a vital role in improving teaching competence. In response to these findings, a Professional Development Plan was proposed to further enhance instructional practices and support continuous teacher growth.
Copyright (c) 2026 Peejay Baslan, EdD, Rufino T. Tudlasan, JR., PhD (Author)
Improving Social-Pedagogical Rehabilitation Technologies for the Integration of Students of Special Educational Institutions into Society
The successful integration of students with special educational needs into society remains one of the key priorities of modern educational policy and social development. This article examines the theoretical and practical foundations of improving social-pedagogical rehabilitation technologies in special educational institutions. Particular attention is paid to the role of rehabilitation technologies in developing social competencies, communication skills, independence, and active participation in community life. The study analyzes contemporary approaches to social adaptation and inclusion, emphasizing the importance of innovative pedagogical methods, interdisciplinary cooperation, individualized support, and family involvement. The findings suggest that the systematic implementation of social-pedagogical rehabilitation technologies significantly enhances students’ social integration, self-confidence, and readiness for independent living. The article proposes methodological recommendations aimed at improving rehabilitation practices and creating supportive educational environments that facilitate successful social participation for learners with special educational needs.
Copyright (c) 2026 Gulyamova Muruvvat Khamroyevna, D. Akhmedova (Author)
Beyond Certification: Rethinking Colleges of Education in Nigeria in the Era of Dual-Mode Teacher EducationA Critical Review and Scholarly Reflection on the Future of Teacher Preparation in Nigeria
The transformation of teacher education has become a global priority in response to technological advancement, globalization, labour market shifts, and the changing nature of knowledge production. In Nigeria, the emergence of the dual-mode policy in Colleges of Education represents one of the most significant reforms in teacher education since the establishment of the Nigeria Certificate in Education (NCE). The policy permits Colleges of Education to concurrently award both NCE and Bachelor of Education (B.Ed.) degrees, thereby redefining their institutional identity and academic relevance. This paper critically examines the concept of “Beyond Certification” as a framework for rethinking Colleges of Education in Nigeria within the context of dual-mode teacher education. The paper argues that the traditional certification-oriented model has become inadequate for addressing contemporary educational demands characterized by digital transformation, competency-based learning, entrepreneurship, and global competitiveness. Using a qualitative and descriptive research design, the study relies on secondary data from government reports, journal articles, policy documents, and comparative international educational practices. Findings reveal that while the dual-mode policy offers opportunities for institutional revitalization, enhanced teacher qualification, increased enrolment, and global competitiveness, major challenges remain in the areas of funding, digital infrastructure, curriculum modernization, staff development, and quality assurance. The study concludes that Colleges of Education in Nigeria must evolve beyond centres of credential acquisition into innovative institutions capable of producing technologically competent, research-oriented, entrepreneurial, and globally relevant educators.
Copyright (c) 2026 Excellencia: International Multi-disciplinary Journal of Education https://creativecommons.org/licenses/by/4.0
Game-Based Digital Simulation on Chemical Reaction for Deaf Learners
This study determined the effectiveness of a Game-Based Learning (GBL) through digital simulations in teaching the conceptual understanding of chemical reactions to Grade 10 deaf learners of Naga Special Education Center, Naga, Cebu, during the Third Quarter of the School Year 2025–2026 as a basis to propose an enhanced game-based instructional model. The research aimed to integrate digital simulations and inclusive teaching strategies tailored to the visual-spatial strengths and communication needs of deaf learners particularly in describing the indicators for a chemical, identifying common acids, bases, and salts using different indicators, and describing important types of chemical reactions. A single-case study design with quantitative emphasis was employed, involving seven deaf learners as embedded units of analysis. The game-based instructional model, grounded in Game-Based Learning Theory, Constructivist Learning Theory, and Gardner’s Multiple Intelligences Theory, the research addressed persistent challenges in teaching abstract chemistry concepts to deaf students, particularly those arising from linguistic barriers in Filipino Sign Language and the visual demands of science instruction. Statistical analysis confirmed a significant difference between pre-test and post-test scores, with very large effect sizes, demonstrating the substantial impact of Game-Based Learning on deaf learners’ learning outcomes and engagement levels. Most learners demonstrated moderate to high conceptual improvement. Engagement and motivation were consistently rated high, reflecting the positive impact of visually rich, interactive simulations. Findings indicated notable increases in post-test scores across competencies, with most learners demonstrating moderate to high conceptual gains. Engagement and motivation were rated at high levels, suggesting that visually rich and interactive simulations effectively supported comprehension and participation. The results highlight the potential of digital game-based simulations to reduce cognitive load, leverage visual-spatial strengths, and address instructional gaps in inclusive science classrooms. The study proposes an Enhanced Game-Based Instructional Model tailored for deaf learners, contributing to inclusive and technology-mediated science education practices in the Philippine SPED context.
Copyright (c) 2026 Rey Joseph B. Villarin (Author)
The Scientific and Methodological Basis of Organizing Psychoprophylactic and Psychocorrectional Work in Applied Psychology
This article examines the theoretical and methodological foundations of psychoprophylaxis and psychocorrection within the system of applied psychology. The stages of organizing psychoprophylactic activities in educational institutions are analyzed. Furthermore, psychocorrectional interventions, their classification criteria (by tasks, character, and form of organization), and the historical periods of this field's formation are scientifically and theoretically substantiated. Special attention is paid to the laws and decrees of the Republic of Uzbekistan regulating mental health protection. The paper highlights the differentiation between symptomatic and causal correction, as well as general, private, and special psychological interventions based on the activity paradigm.
Copyright (c) 2026 Yadgarova Ozoda Ibragimovna (Author)
Developing Aesthetic Education of Pre-Service Teachers in Digitally Enriched Learning Environments: The Role of Professional Culture
The rapid digital transformation of education has created new opportunities and challenges for the development of aesthetic education among pre-service teachers. While digital technologies have expanded access to educational resources and innovative learning environments, concerns remain regarding the preservation of cultural values, professional identity, and aesthetic sensitivity in teacher education. This study examines the role of professional culture in developing aesthetic education within digitally enriched learning environments. The research explores theoretical foundations of aesthetic education, professional culture, digital pedagogy, and teacher preparation. Particular attention is devoted to the interaction between professional culture and aesthetic competence, emphasizing how digital learning environments can foster creativity, cultural awareness, ethical responsibility, and aesthetic perception. The findings suggest that professional culture serves as a mediating factor that enhances the effectiveness of digital technologies in aesthetic education. Practical recommendations are proposed for integrating aesthetic, cultural, and digital dimensions into teacher education programs.
Copyright (c) 2026 Dilafruz Kenjabaeva (Author)
Flipped Learning as an Innovative Technology For Foreign Language Instruction
The article is dedicated to the issue of “flipped learning” as an educational technology. The emergence of this concept in education was facilitated by the digitalization of education, caused by the changing demands of the information society and the development of information, communication and distance technologies, and the need for new approaches to learning, taking into account the requirements of modern society and students as well.
Copyright (c) 2026 Giyasova Umida Erkinovna (Author)
The Impact Of Cyber Counseling On Mental Health Outcomes In Rivers State University Students
This study examined the impact of cyber-counseling on mental health outcomes among students of Rivers State University, with emphasis on psychological well-being, behavioral functioning, and social well-being. The study adopted a descriptive correlational research design. The population comprised all undergraduate students of Rivers State University, with an estimated population of 30,000, from which a sample size of 400 students was selected using Taro Yamane’s formula. A multistage sampling technique was employed in selecting respondents. Data were collected using a structured questionnaire titled Cyber-Counseling and Mental Health Outcomes Questionnaire (CCMHOQ), which was validated by experts and tested for reliability using Cronbach’s Alpha, yielding a coefficient of 0.82. Data analysis was carried out using mean and standard deviation to answer research questions, while simple linear regression was used to test the hypotheses at a 0.05 level of significance. The findings revealed that cyber-counseling has a significant positive impact on students’ psychological well-being, behavioral functioning, and social well-being. Specifically, increased utilization of cyber-counseling services was associated with reduced emotional distress, improved coping behaviors, and enhanced social interaction among students. Based on these findings, the study concluded that cyber-counseling is an effective and relevant approach for addressing mental health challenges among university students. It was recommended that universities integrate cyber-counseling into their student support systems, provide training for counselors, and create awareness to encourage student participation.
Copyright (c) 2026 Dr. Konye Nwachukwu (Author)
Political Orientation and Economic Empowerment as Strategies for Women’s Participation in Community Leadership in Obio/Akpor Local Government Area of Rivers State, Nigeria
This study examines political orientation and economic empowerment as strategies for women participation in community leadership in Obio/Akpor Local Government Area of Rivers State. The study was guided by five objectives and five research questions. The study adopted the descriptive survey design with a population of 2340 women from different Community Based Women Organizations in Obio/Akpor Local Government Area in Rivers State. The sample size consisted of 1170 women from different community based women organizations in Obio/Akpor local government area in Rivers State representing 50% of the population. This was determined using proportionate sampling technique. An instrument was constructed and designated as ‘Political Orientation and Economic Empowerment Strategies for Women Participation in Community Leadership Questionnaire’ with reliability co-efficient of 0.84. Mean scores and standard deviation were used in answering the research questions. The findings revealed that political re-orientation and economic empowerment significantly promote their participation in community leadership in Obio/Akpor Local Government Area to a high extent. From the findings, it was therefore recommended that Government should assist women to achieve economic viability through acquisition of literacy and other necessary skills and Government and NGOs should embark on sensitization programs that teach the essence of freedom in relation to development.
Women’s Participation in Community Leadership
Copyright (c) 2026 Wordu, Chidinma, Peterside, Henry Vincent (Author)
Evaluating the Effectiveness of Formative Assessment in Secondary School Efl Classrooms: A Large-Scale Empirical Study in Uzbekistan
This study investigates the pedagogical impact and structural effectiveness of formative assessment (assessment for learning) mechanisms on secondary school English as a Foreign Language (EFL) learners' linguistic and communicative competencies. Drawing upon a rigorous quasi-experimental design, the research involved 323 tenth- and eleventh-grade students across six public schools situated in three distinct regions of Uzbekistan: Qashqadaryo, Jizzax, and Samarqand. Over a six-month experimental period, the control group ($N=160$) received conventional instruction primarily aligned with summative assessment metrics, while the experimental group ($N=163$) utilized a systematic formative assessment framework seamlessly integrated into the current "Prepare" national textbook series. The formative framework comprised digital assessment applications (Kahoot!, Padlet, Flip), descriptive teacher feedback, electronic portfolios (E-portfolios), and structured student self- and peer-assessment rubrics. Data gathered through standardized CEFR-aligned pre- and post-tests indicated statistically significant improvements in the experimental group's productive language skills (Speaking and Writing). Quantitative analysis revealed a net mean proficiency gain of +18.6 points in the experimental group compared to a nominal +4.3 points in the control group. Qualitative reflection highlights that formative assessment minimizes assessment anxiety and cultivates metacognitive awareness among EFL learners. The paper concludes with critical policy recommendations for curriculum alignment, materials development, and professional teacher development in developing educational contexts.
Effective Use of Artificial Intelligence Technologies in Developing English Oral Speech
The rapid development of artificial intelligence (AI) technologies has significantly transformed educational systems across the world, especially in language learning. English oral communication skills are considered one of the most important competencies in language acquisition. However, many learners experience difficulties in speaking fluently due to lack of confidence, limited vocabulary, pronunciation problems, and insufficient practice opportunities. This article explores the effective use of artificial intelligence technologies in developing English oral speech. The study highlights the role of AI-powered applications, speech recognition systems, chatbots, virtual tutors, and personalized learning environments in improving learners’ speaking competence. Moreover, the paper discusses the advantages, challenges, and pedagogical implications of integrating AI technologies into English language teaching. The findings indicate that artificial intelligence provides flexible, interactive, and learner-centered opportunities that significantly contribute to the development of oral communication skills.
Copyright (c) 2026 M. H. Azimova (Author)
Analysis of National and International Experiences in Preparing Children of Senior Preschool Groups for Literacy Learning in Preschool Educational Organizations
This article analyzes national and international experiences in preparing children of senior preschool groups for literacy learning in preschool educational organizations. The study examines the pedagogical, psychological, and organizational factors that influence children's readiness for literacy acquisition before entering primary school. Particular attention is given to the role of literacy-rich environments, family involvement, early identification of literacy difficulties, structured preschool programs, and parent–child interactions in supporting language and literacy development. The analysis is based on a critical review of contemporary studies conducted in different educational contexts, including research on school readiness, early childhood intervention programs, literacy screening, and family-centered approaches. The findings indicate that successful preparation for literacy learning requires a comprehensive and integrated system involving educators, families, and educational institutions. Furthermore, the reviewed studies demonstrate that high-quality preschool programs contribute not only to literacy achievement but also to broader cognitive, social, and emotional development. The article concludes that effective literacy preparation should combine evidence-based instructional practices, equitable access to educational resources, culturally responsive approaches, and active family engagement. These findings may serve as a theoretical and practical foundation for improving preschool literacy preparation programs in both national and international educational settings.
Digital Technology as a Tool for Inclusive Educational Management in South-South Nigerian Universities
This research looks at how South-South Nigerian public institutions utilize digital technology as a tool for inclusive educational administration. The research used a descriptive survey approach. 80,382 teaching and non-teaching employees from federal and state-owned institutions in the states of Akwa Ibom, Bayelsa, Cross River, Delta, Edo, and Rivers made up the study's population. However, the research was restricted to two universities—one federal and one state-owned—due to accessibility and closeness. To ensure sufficient representation, a sample size of 398 respondents was calculated using the Taro Yamane method at a significance level of 0.05. To guarantee that teaching and non-teaching personnel were included proportionately, stratified random selection was used. The Digital Technology and Inclusive Educational Management Questionnaire (DTIEMQ), a structured questionnaire with a 4-point Likert scale, was used to gather data. Expert review was used to determine the instrument's validity, and Cronbach Alpha was used to ensure its reliability. The result was a coefficient of 0.80, which indicates satisfactory internal consistency. In order to address research issues, data were analysed using mean and standard deviation, and hypotheses were evaluated using an independent t-test using SPSS version 27.0 at a significance level of 0.05. The results showed poor infrastructure and low levels of digital knowledge, yet digital technologies have tremendous promise for inclusion. The focus of the conclusion was on systemic change via policy alignment, infrastructural development, and capacity creation. One of the suggestions made is that in order to improve inclusive educational management outcomes, the government should concentrate on ongoing investments in digital infrastructure, ongoing staff training, and the integration of assistive technologies with the provision of useful ICT support systems.
Integrating Emerging Technologies: Redesigning University Curriculum for Future-Ready Learners
The Fourth Industrial Revolution has reshaped the global workforce, demanding skills like computational thinking, data literacy, and interdisciplinary collaboration. Yet, tertiary education struggles to keep pace, often relying on outdated, siloed curricula that fail to prepare learners for a technology-driven future. This paper explores the urgent need to integrate emerging technologies—such as AI, VR, blockchain, and IoT—into tertiary curricula, not as add-ons but as transformative tools that redefine learning outcomes, pedagogy, and assessment. Drawing on frameworks like SAMR, Connectivism, and TPACK, the study highlights strategies for embedding these technologies to foster critical thinking, creativity, and ethical decision-making. It also addresses challenges like the digital divide, faculty readiness, and ethical concerns, offering actionable recommendations for institutions to bridge the gap between traditional education and future workforce demands. By prioritizing competency-based assessment, ethical considerations, and equitable access, this paper argues that curriculum redesign is essential to cultivating future-ready learners capable of thriving in an ever-evolving, tech-centric world.
Copyright (c) 2026 Ayodele Ebunolu Nwisagbo, Gladys Ejimole Aleru, Tambari Ayotunde Sam-Leeloo, Sabastine Tagbo (Author)
Influence of Academic Mentorship Programmes on Lecturers’ Productivity in Delivering Skill-Oriented Education in Public Universities in Rivers State
This study investigated the influence of academic mentorship programmes on lecturers’ productivity in delivering skill-oriented education in public universities in Rivers State. Guided by two research questions and two null hypotheses, the study adopted a descriptive survey design to examine the extent to which mentorship initiatives enhance teaching effectiveness and practical skill delivery. The population comprised 3,356 lecturers from three public universities: University of Port Harcourt (1,385), Rivers State University (1,585), and Ignatius Ajuru University of Education (386). Using Taro Yamane’s (1967) formula at a 0.05 margin of error, a sample of 357 lecturers was determined. Proportionate stratified sampling ensured representativeness, with 147 lecturers from the University of Port Harcourt, 169 from Rivers State University, and 41 from Ignatius Ajuru University of Education, consisting of 140 male and 217 female lecturers. Data were collected using a validated instrument, titled: Influence of Academic Mentorship Programs on Lecturers’ Productivity in Delivering Skill-Oriented Education Questionnaire, reviewed by experts in Educational Management and Measurement and Evaluation at Rivers State University, with a reliability coefficient of 0.81. Descriptive statistics, including mean and standard deviation, addressed the research questions, while hypotheses were tested using z-test statistics at the 0.05 significance level. Findings indicated that both peer mentorship programs and senior–junior lecturer mentorship programs significantly and positively influenced lecturers’ productivity, particularly in enhancing skill-oriented instruction. The study recommended that public universities in Rivers State institutionalize academic mentorship programmes, ensuring regular, structured sessions, pairing experienced lecturers with junior colleagues, and setting clear objectives to promote practical, skill-based teaching and professional growth.
Copyright (c) 2026 Chinonye, Gift Igoni, Atuwokiki Sam Jaja (Author)
Family Dynamics and Strain Dynamics as Correlates of Suicidal Ideation Among Undergraduate Students in Tertiary Institutions in Rivers State
Suicidal ideation among undergraduates is a growing concern in Nigeria, with both family and environmental factors implicated in its development. This study investigated family dynamics and strain dynamics as correlates of suicidal ideation among 400 undergraduate students from the University of Port Harcourt and Rivers State University. A correlational, ex post facto design was employed, using validated instruments to measure family dynamics, strain dynamics, and suicidal ideation. Descriptive statistics, Pearson correlation, and multiple regression analyses were conducted. Results indicated a significant negative relationship between family dynamics and suicidal ideation, and a significant positive relationship between strain dynamics and suicidal ideation. Regression analysis showed that family and strain dynamics jointly predicted 41% of the variance in suicidal ideation. Findings suggest that supportive family environments buffer against suicidal thoughts, while academic, financial, and interpersonal strain increase risk. The study recommends strengthening counselling services, implementing family-focused interventions, and developing programs to reduce strain and enhance resilience. These insights provide a foundation for culturally sensitive prevention and intervention strategies in Rivers State tertiary institutions.
Copyright (c) 2026 Patricia Melchizedek Ogonda (Author)
Intercurrical Differences in Epistemic Thinking andIndividual Thinking Styles of Students in The HigherEducation Process
This article empirically analyzes the interdisciplinary differences between epistemic thinking and students' individual styles of thinking in the process of higher education. The main objective of the study is to identify the level of manifestation of synthetic, idealistic, pragmatic, analytical, and rationalistic thinking styles in 2nd and 4th-year students, and to interpret them as psychological indicators of epistemic thinking development. The study involved 149 students, of whom 67 were in the 2nd year and 82 were in the 4th year. Empirical data were collected using the "Individual Thinking Style" methodology and statistically processed based on the U-Mann-Whitney criterion. The results showed that for all studied thinking styles, the indicators of 4th-year students are higher compared to 2nd-year students. In particular, statistically significant differences were identified in synthetic, idealistic, pragmatic, analytical, and rationalistic styles of thinking. The results obtained indicate that in the process of higher education, students' epistemic thinking is gradually developed through the analysis and generalization of knowledge, relying on evidence, and making rational decisions in practical situations.
Copyright (c) 2026 Rakhimova Aziza Davrabekovna (Author)
Adaptive Strategies for Enhancing Sustainable Community Resources for Development in Andoni and Opobo/Nkoro Local Government Areas of Rivers State
The study examined adaptive strategies for enhancing sustainable community resources for development in Andoni and Opobo/Nkoro Local Government Areas of Rivers State. The population of the study was 699, members and leaders of community based organisations which comprised 594 members and 105 leaders of registered community based organisations in Andoni and Opobo/Nkoro Local Government Areas in Rivers State. The sample size of the study was 406 respondents comprising 301 members and 105 leaders of registered community based organisations in the study areas. Proportionate stratified sampling technique was adopted in selecting 50% of the members from each of the registered community based organisations, while all the 105 leaders were studied without sampling because it was a manageable size. The instrument used for data collection was a structured questionnaire titled “Adaptive Strategies for enhancing sustainable community resources for development Questionnaire” (ASESCRFD). The instrument was validated by two experts in community development. The reliability of the instrument was established through a pilot study using the Cronbach Alpha Method. A cumulative reliability coefficient of 0.78 was obtained. The responses from the four research questions were analysed with mean and standard deviation. The findings from the study revealed among others that conservation and restoration of ecosystems, natural processes, empowering local communities, identifying and evaluating community strengths, leveraging indigenous knowledge and practices are the types of adaptive strategies used for preserving community resources, the adaptive strategies used for preserving community resources for sustainable community development are effective, and that inadequate financial resources, difficulty in mobilising and engaging communities, absence of local technical capacity and expertise, cconflicting practices between ttraditional and modern conservation approaches, gender roles and cultural norms, climate change impacts such as erosion and flooding, and Weak enforcement of community are the challenges in implementation of adaptive strategies used for enhancing sustainable community resources for Development in Andoni and Opobo/Nkoro Local Government Area. Based on the findings, the study recommended among others that the Rivers State Ministry of Environment and Climate Change Unit, in partnership with the Niger Delta Development Commission, NGOs, and private sector actors, should improve funding access by organising annual proposal-writing workshops for community-based organisations and establishing liaison offices in each LGA. This will enable communities to secure resources from the Nigeria Climate Change Fund, Green Climate Fund, and corporate CSR programmes for adaptation projects.
Copyright (c) 2026 Hart, Biebele (Author)
An Analysis on Holistic Aspects of the Indian Knowledge System in Present Time
The Indian Knowledge System (IKS) represents a comprehensive and holistic framework that integrates philosophy, science, spirituality, and practical life skills. Rooted in ancient traditions, it emphasizes the interconnectedness of the individual, society, nature, and the cosmos. In the present time, the relevance of IKS has significantly increased as the world faces complex challenges such as environmental degradation, mental health crises, and unsustainable lifestyles. A key holistic aspect of IKS is its integrative approach to knowledge, where disciplines are not viewed in isolation but as interdependent. For instance, traditional systems like Ayurveda combine physical health, mental well-being, and spiritual balance, promoting preventive and sustainable healthcare practices. Similarly, yoga and meditation, widely adopted globally today, address both physiological and psychological well-being, reflecting the system’s mind-body harmony. IKS also promotes ecological consciousness through principles such as respect for nature and sustainable living. Concepts like “Vasudhaiva Kutumbakam” (the world is one family) encourage global unity and environmental responsibility, which are crucial in addressing climate change and biodiversity loss in the modern era. In education, the Indian Knowledge System advocates experiential learning, ethical development, and critical thinking, moving beyond rote memorization. The integration of traditional knowledge with modern scientific approaches offers innovative solutions and fosters a balanced worldview among learners. The holistic aspects of the Indian Knowledge System provide valuable insights and practical frameworks for addressing contemporary global issues. Its emphasis on harmony, sustainability, and integrated knowledge makes it highly relevant in shaping a more balanced, inclusive, and resilient future. In this paper an attempt has been made to focus on sustainable holistic aspects of Indian knowledge system and it’s relevance in present time.
Copyright (c) 2026 Prasanta Das (Author)
Reclaiming Indigenous Wisdom: A Study of the Indian Knowledge System in The English Teacher
This research paper deals with the representation of Indian Knowledge Systems (IKS) in R. K. Narayan’s novel The English Teacher[1]. R.K. Narayan’s The English Teacher is often read as semi-autobiographical novel, but it is also interpreted as a novel that critiques colonial education system and simultaneously presents an alternative view on education system and advocates for indigenous education system. Through the protagonist Krishna’s disillusionment with the then colonial education system which was followed in his college, the text exposes the hollowness of colonial education system and the alienation produced by colonial modernity. The novel also presents an alternative views on education and the alternative model offered by the headmaster’s “Leave Alone System” or play-way method of learning reflects holistic, child-centered learning traditions rooted in traditional Indian education system and resonates with the ideas of Rabindranath Tagore and Mahatma Gandhi. Furthermore, Krishna’s spiritual transformation, especially his communication with his deceased wife Susila, illustrates epistemic modes beyond rational empiricism, echoing Vedāntic and yogic traditions. The English Teacher is an anti-colonial critique and it integrates educational and spiritual dimensions of IKS, foregrounding a holistic approach to life, knowledge, and self-realization. By situating Narayan’s narrative within the larger discourse of indigenous intellectual traditions, the paper contributes to the growing field of Indian literary and cultural studies that seeks to provide an alternative system of education which is rooted in Indian tradions but marginalized by colonialism.
Copyright (c) 2026 Pallab Kumar Sarker (Author)
"Green Economy" as an Important Direction of Sustainable Development (In the European Union Example)
This article examines the theoretical and practical aspects of developing a green economy under conditions of climate change. Climate change is considered one of the most urgent global challenges affecting economic and environmental stability. The study analyzes Uzbekistan’s national strategies and policy frameworks related to environmental sustainability. A comparative analysis is conducted with the experiences of the European Union, Germany, and Sweden. Special attention is given to the impact of green economic transition on energy efficiency and national competitiveness. The role of renewable energy sources in ensuring sustainable development is substantiated. On this basis, practical proposals for Uzbekistan were developed.
Copyright (c) 2026 Sharifkhodjayev Shavkat Okilovich, Achilova Shirin Shavkat kizi (Author)
Strategic Features of Translating Onomatopoeic Words
This article explores the strategic features of translating onomatopoeic words, focusing on their linguistic, semantic, and cultural complexities in cross-language communication. Onomatopoeic units, which imitate natural sounds and reflect sensory experiences, occupy a unique position in language due to their expressive, emotive, and phonetic nature. The study highlights the challenges translators face when rendering such words, as direct equivalents are often absent or function differently across languages, particularly between Uzbek and English. The research examines the main translation strategies applied to onomatopoeic words, including phonetic imitation, semantic substitution, descriptive translation, and functional equivalence. Special attention is given to the role of context, genre, and stylistic intention in determining the most appropriate strategy. The article also analyzes how cultural perception of sounds influences lexical choices, leading to variations in how similar sounds are represented in different linguistic systems. Furthermore, the study investigates the impact of onomatopoeic expressions on the overall aesthetic and pragmatic effect of a text. It emphasizes that preserving the original sound symbolism and emotional coloring is essential for maintaining the author’s intent and ensuring reader engagement. Through comparative analysis, the article demonstrates that successful translation requires not only linguistic competence but also creative adaptation and cultural awareness. The findings suggest that there is no universal method for translating onomatopoeic words; instead, translators must adopt a flexible, context-sensitive approach. The paper contributes to translation studies by systematizing strategies for dealing with sound-imitative vocabulary and by offering practical recommendations for translators working with expressive language elements. Ultimately, the research underscores the importance of balancing accuracy and artistic expression in the translation process.
Copyright (c) 2026 Khurramova Dilorom (Author)
The Role of Early Childhood Education in Shaping Future Academic Success in Nigeria: An Empirical Study
This study examined the role of Early Childhood Education (ECE) in shaping future academic success in North-central Nigeria. Despite global recognition of early learning as foundational to lifelong achievement, access to quality ECE in Nigeria remains uneven, raising concerns about school readiness and long-term academic outcomes. A mixed-method design was employed, involving 420 participants (260 pupils, 100 teachers, and 60 parents) from public and private schools across Benue, Kogi, and Kwara States. Data were collected using questionnaires, classroom observations, interviews, and pupils’ academic records. Quantitative data were analysed using descriptive statistics, Pearson Correlation, and Regression Analysis, while qualitative data were thematically analysed. Findings revealed a strong positive relationship between ECE attendance and later academic success (r =.74, p <.05). Teacher qualification (β =.41), play-based learning (β =.33), parental involvement (β =.29), and learning resources (β =.24) significantly predicted academic outcomes (R² = .67). Children exposed to quality ECE demonstrated higher literacy, numeracy, classroom behaviour and confidence. However, challenges such as inadequate funding, unqualified caregivers, poor infrastructure and unequal access persists. The study concludes that quality ECE is indispensable for improving foundational learning and long-term educational achievement. It recommends increased investment, compulsory pre-primary education, strengthened teacher training, improved regulation, and enhanced parents – school partnerships.
Copyright (c) 2026 Bolanle Funmilola Adeola, Wakili Hussaina Kyaune, Longsan Ephraim Silas (Author)
Indoor Air Quality and its Effect on Students’ Health
Indoor air quality in educational institutions is one of the major hygienic factors influencing students’ health, mental performance, and learning efficiency. Poor ventilation, excessive dust accumulation, increased humidity, microbial contamination, and elevated carbon dioxide concentration negatively affect the respiratory, cardiovascular, and nervous systems of students. This article evaluates the hygienic significance of indoor air quality in educational environments and analyzes its impact on students’ health status. The study involved the assessment of microclimate indicators, air cleanliness, and health complaints among students. The obtained results demonstrated that unsatisfactory indoor air quality contributes to increased fatigue, headaches, respiratory discomfort, and reduced academic performance. Improvement of ventilation systems, regular hygienic monitoring, and preventive measures are essential for maintaining healthy educational environments.
Turdialiyev Shavqatillo Xoshimjon o’g’li
Copyright (c) 2026 Turdialiyev Shavqatillo Xoshimjon o’g’li, Raxmatov Ulug’xoja Nusratullayevich, Jalilov Abduazim Abduxakim o’g’li, Ergashev Bekzod Rustam o’g’li (Author)
Security Education in Basic Schools: Implications for Community Development in Rivers State, Nigeria
Through organized curriculum and efficient teaching techniques, basic schools are vital venues for fostering security consciousness and awareness in young learners. It gives learners the values, information, and abilities needed to identify abnormal behavior, react correctly, and support harmonious communal cohabitation. This study borders on security education in basic schools and its implications for community development in Rivers State, Nigeria. A descriptive survey research design was used in the study. The study's population is made up of 1,350 national value curriculum teachers from 268 Basic Junior Secondary Schools in Rivers State (RSUBEB, 2025). The multi-stage sampling procedure was employed in selecting 354 teachers in urban and state's basic schools in Rivers State. A self-developed questionnaire tagged “Security Education in Basic Schools: Implications for Community Development in Rivers State (SEBSICD)” was used for data collection. The instrument consists of 16 items on a 4-point scoring scale of: Very High Extent (VHE = 3.26-4.00) – 4, High Extent (HE= 2.51-3.25) – 3, Low Extent (LE= 1.76-2.50) – 2, Very Low Extent (VLE = 1.00-1.75) – 1. The validity of the instrument was determined by three research experts. The instrument was trial tested utilizing the test-retest approach in order to ascertain the instrument's reliability. The trial test result was analyzed using Cronbach alpha and a reliability coefficient of 0.80 was obtained. With the help of two research experts, the questionnaire was distributed and administered. Inferential statistics (mean score) was used to analyze the research questions. Finding reveals among others that the respondents unanimously agreed to a high extent that security education curriculum influences pupils’ attitudes and behaviours toward safety and community responsibility. Thus, the study concluded that security education remains a critical yet underutilised strategic instrument for strengthening national and communal security in Nigeria, particularly in Rivers State. Hence the study recommended that there should be professional training and retraining of teachers, good budgetary allocation and good remuneration for teachers of security education in basic schools.
Copyright (c) 2026 Dr. Orlu, Lorretta Nkechi, Didi, Fortune Emmanuel (Author)
Curriculum Innovation in Business Education: A Pathway to Effective Entrepreneurship Development in Universities in Rivers State
This study examines curriculum innovation in business education as a pathway to effective entrepreneurship development in universities in Rivers State, The study was guided by three research questions and three corresponding null hypotheses. A correlational survey research design was adopted within the quantitative research paradigm. The population comprised 1,766 undergraduate Business Education students in Rivers State University, Port Harcourt and Ignatius Ajuru University of Education, Port Harcourt for the 2024/2025 academic session. Using the Taro Yamane formula and a multi-stage sampling procedure, a sample of 326 students was selected. Data were collected through a researcher-developed instrument titled Curriculum Innovation and Entrepreneurship Development Questionnaire (CIEDQ), which was validated by experts and subjected to pilot testing for reliability using Cronbach Alpha. Data were analyzed using mean, standard deviation, and Pearson Product Moment Correlation Coefficient at the 0.05 level of significance. Findings revealed that innovative curriculum content has a significant positive relationship with effective entrepreneurship development (r = 0.641, p < 0.001), innovative instructional strategies have a significant positive relationship with effective entrepreneurship development (r = 0.658, p < 0.001), and innovative practical learning experiences have a significant positive relationship with effective entrepreneurship development (r = 0.684, p < 0.001). The study concludes that curriculum innovation significantly enhances entrepreneurship development among business education students when the curriculum is made relevant, interactive, and practice-oriented. It recommends regular curriculum review, the adoption of innovative learner-centered instructional approaches, and the strengthening of practical learning opportunities through internships, simulations, among others.
Copyright (c) 2026 Moses, Promise Zachariah Olilanya, Ile, Victor Chinedu, Pyagbara, Nancy Ateeje (Author)
Emotive Strategies and Social Relations in Modern Discourse
This article examines the role of emotive strategies in shaping social relations within modern discourse. Emotive language has become one of the most influential communicative tools in interpersonal interaction, media communication, political discourse, and digital platforms. The study analyzes how emotions are expressed linguistically and pragmatically in discourse and how these emotional strategies influence social relationships, identity construction, solidarity, persuasion, and power relations. The article explores theoretical perspectives on emotivity, discourse analysis, pragmatics, and sociolinguistics while providing examples from contemporary communication. The findings demonstrate that emotive strategies are essential elements of discourse that help speakers establish trust, manipulate opinions, strengthen social bonds, and create emotional engagement.
Copyright (c) 2026 Mukhammadieva Nigina Makhmudovna (Author)
Cognitiv Analysis of Some Clothing Brands
This paper looks at how meanings are created in advertising using cognitive linguistics theory. The research looks at the Conceptual Metaphor Theory, frame semantics and semantic network analysis and how this can be used to analyze advertising from the campaigns from Zara, Puma and Under Armour who use CLOTHING IS IDENTITY, SUCCESS IS SPEED and WILLPOWER IS FORCE respectively. Research concludes that advertisements use the systematic mapping between an abstract concept and a concrete one in order to simplify and make easily understand such concepts as identity, success and willpower. Using minimalistic design and commonly understood frames, advertising works on restructuring a given semantic network to focus on the given concept of clothing, speed and force. It is argued in this paper that it is not simply how meaning is imparted, it is also how that meaning affects how the individual conceptualises themselves and their world. Advertising is not only a method for conveying meaning but is also a crucial tool in its conceptualization and construction.
Copyright (c) 2026 Djalilova Zarnigor Bakhodirovna, Sevindikova Sabohat Kuchkorovna (Author)
Teachers’ and Administrators’ Perceptions of the 21st Century Career Progression System: A Mixed-Methods Approach
The Enhanced Career Progression System (ECPS), or the Expanded Career Progression (ECP) System, was first introduced on 2022 through Executive Order No. 174, which established a new career progression framework for public school teachers in the Philippines. The Department of Education adopted this system to promote a competency-based and merit-driven approach to teacher and school leader advancement. This study assessed teachers’ and administrators’ perceptions regarding the objectives, principles, implementation, and opportunities provided by the ECPS. A convergent-parallel mixed-methods design was employed, wherein quantitative and qualitative data were collected. Concurrently, it was analyzed separately, and then merged to provide a comprehensive interpretation of the findings. In the quantitative component, survey data were collected from 145 teachers and administrators using a structured questionnaire. Descriptive statistics, including weighted mean, and inferential analysis through one-way Analysis of Variance (ANOVA) were utilized to analyze respondents’ perceptions and determine significant differences based on selected profile variables such as age and position. Results revealed that both teachers and administrators generally expressed strong agreement with the objectives and guiding principles of the ECPS, highlighting its potential to promote fairness, transparency, and professional growth. However, the findings also showed concerns regarding the complexity of documentation requirements, workload implications, and the need for clearer implementation guidelines. Simultaneously, qualitative data were gathered through semi-structured interviews with 25 purposively selected respondents. Thematic analysis generated key themes emphasizing the value of competency-based advancement, the need for simplified processes, and stronger institutional support. The integration of quantitative and qualitative results demonstrated convergence on the strengths of the ECPS, while also providing nuanced insights into implementation challenges. Based on these findings, a policy brief and implementation framework were proposed to enhance the effective and equitable implementation of the ECPS in public schools.
Enhanced Career Progression System (ECPS)
Competency-Based Professional Development
Copyright (c) 2026 Renan A. Buenaventura, Jihan S. Comeros (Author)
Gendered Language in Diaspora Literature: A Linguacultural Approach (Based on Afghan Diaspora in The Kite Runner)
This article investigates gendered language in diaspora literature through a linguacultural approach, focusing on Afghan diaspora representation in The Kite Runner by Khaled Hosseini. Drawing on cognitive linguistics, sociolinguistics, and diaspora theory, the study explores how linguistic structures encode gender roles, discourse patterns, and processes of self-representation. The analysis demonstrates that gendered language reflects both traditional Afghan patriarchal norms and their reconfiguration in diasporic contexts. The findings suggest that gendered discourse serves as a key mechanism for negotiating identity, power, and belonging across cultural boundaries.
Copyright (c) 2026 Djalilova Zarnigor Bakhodirovna, Razaqova Yodgora Ismat qizi (Author)