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
Social Media Use and Prevalence of Domestic Violence among Married Persons in Rivers State
This study examined social media use and the prevalence of domestic violence among married persons in Rivers State. The study was guided by four objectives, research questions and corresponding null hypotheses, which examined the relationships between WhatsApp, Facebook, TikTok and Instagram use and the prevalence of domestic violence among married persons in Rivers State. The study adopted a correlational research design. The population comprised married persons in Rivers State, whose exact population was considered unknown because there was no unified register containing all married persons in the State. A sample of 400 married persons was selected through a multistage sampling procedure. Data were collected using a structured questionnaire titled Social Media Use and Domestic Violence Questionnaire (SMUDVQ), which was validated by experts and subjected to reliability testing using Cronbach's Alpha. Data were analysed using Pearson Product-Moment Correlation at the 0.05 level of significance. The findings revealed that WhatsApp use had a positive and significant relationship with the prevalence of domestic violence among married persons in Rivers State (r = 0.214, p < 0.05). Facebook use also had a positive and significant relationship with domestic violence (r = 0.287, p < 0.05). Similarly, TikTok use had a positive and significant relationship with domestic violence (r = 0.176, p < 0.05), while Instagram use had a positive and significant relationship with domestic violence (r = 0.231, p < 0.05). Based on these findings, all four null hypotheses were rejected. The study concluded that social media use is significantly associated with the prevalence of domestic violence among married persons in Rivers State. It recommended, among other measures, the integration of responsible social media use into marital counselling and domestic violence prevention programmes.
Copyright (c) 2026 Excellencia: International Multi-disciplinary Journal of Education (2994-9521)
Environmental Literacy As Adult Education Program For Climate Change Adaptation By Farmers In Rivers State
This study examined environmental literacy as adult education program for climate change adaptation by farmers in Rivers State. The research was guided by three research objectives andthree research questions. The population of this study consists of 6,370 registered farmers with the Agricultural Development Office in Rivers State. Proportionate-random sampling technique was used to draw 1,274 farmers representing 20% of the total population used for the study. Questionnaire on Environmental Literacy Adult Education Programmes and Climate Change Adaptation By Farmers in Rivers State (ELAEPCCAF) was used for data collection. A reliability coefficient of 0.75 was obtained using test re-test method. Only 1,132 (89%) copies of questionnaire were returned and correctly filled by the respondents, as such, only that number was used for the data analysis using mean and standard deviation scores. Results showed that climate change has negative impacts on farming activities and crop yields in Rivers State. The application of organic manure, the use of ashes on the plants to prevent much of climate change on the farmlands, amongst others are the traditional efforts made by the farmers to adapt to negative impacts of climate change. Environmental literacy adult education programmes such as conservation education,forest education, sustainable education, functional literacy amongst others are the adult education programmes farmers engaged in to adapt to climate change. This study concluded thatenvironmental literacy programmes are better positioned to assist farmers in Rivers State adapt to the challenges of climate change.The study recommended among others that,there should be collaborative efforts by agricultural extension personnel and facilitators of environmental literacy programmes in designing climate change mitigation education programmes for farmers in Rivers State.
Copyright (c) 2026 Dr. Ezechinnah, Chukwuma Alexander (Author)
Socio-Economic Factors on Academic Adjustment of Undergraduate Students of Ignatius Ajuru University of Education
This study examined the influence of socio-economic factors on the academic adjustment of undergraduate students at Ignatius Ajuru University of Education, Rivers State. The investigation was guided by three research objectives and three hypotheses designed to determine the extent to which socio-economic variables influence students’ adjustment on university academic life. A descriptive survey research design was adopted for the study. The population comprised all undergraduate students of Ignatius Ajuru University of Education with an estimated student population of about 25,000 students according to higher education enrollment records (www.unirank.org/ng/), from which a sample of 200 students was selected using a stratified random sampling technique to ensure adequate representation across faculties and levels of study. Data were collected using a structured questionnaire titled Socio-Economic Factors on Academic Adjustment Questionnaire (SEFAAQ). The instrument was validated by experts in Educational Psychology and Measurement and Evaluation to ensure content and face validity. Reliability was established using Cronbach’s Alpha, which produced a coefficient of 0.82, indicating good internal consistency of the instrument. The data collected were analyzed using descriptive statistics such as frequency and percentage, as well as inferential statistics including independent t-test. All hypotheses were tested at a 0.05 level of significance. Findings from the study revealed that socio-economic factors including family income, parental education, housing conditions, and access to learning resources significantly influence students’ academic adjustment. The results further indicated that students from higher socio-economic backgrounds tend to exhibit better academic adjustment compared to their counterparts from lower socio-economic backgrounds. In addition, family income and parental education were found to be strong predictors of academic adjustment among undergraduate students. Based on these findings, the study concluded that socio-economic inequalities significantly shape students’ academic adjustment in higher education institutions. The study therefore recommends that government (Ministry of Education) and university authorities should strengthen financial aid schemes such as scholarships and bursaries, improve students’ welfare and support services, and enhance access to quality learning resources and conducive learning environments in order to promote better academic adjustment among undergraduate students.
Copyright (c) 2026 Victor Chinedu Ile, Grace Olubukola Odeyemi (Author)
Assessing the Numeracy Performance of Kindergarten Learners Exposed to Number Sense Activities
This research assesses the implementation of number sense activities and the numeracy performance of kindergarten learners at Tabok Elementary School 1 in Mandaue City for the school year 2025–2026, as a basis for a proposed Numeracy Skills Enhancement Plan. The study used a descriptive-correlational research design and utilized a teacher survey questionnaire and an adapted numeracy performance test. The data were analyzed using frequency percentages, weighted means, Pearson Product-Moment Correlation (r), and multiple linear regression. Findings revealed that number sense activities such as number recognition, counting skills, and basic operations were highly implemented, while number comparison was less consistently emphasized. Learners demonstrated satisfactory performance across most numeracy domains; however, difficulties were observed, particularly in number-comparison skills. Statistical analysis showed a significant relationship between implementing number sense activities and learners’ numeracy performance, indicating that effective instructional practices contribute to improved mathematical skills. The study highlights the need for teachers to strengthen targeted number-sense activities, particularly number comparison, and to use more structured, hands-on, and engaging strategies in early mathematics instruction. It further emphasizes the importance of consistent implementation and monitoring of numeracy activities. Future research may explore additional variables such as instructional strategies, learning environments, and learner engagement to enhance early numeracy development.
Copyright (c) 2026 Thea Marie L. Estrera (Author)
Institutional Autonomy and Teacher Preparation: A Case for Independent Teacher Education Institutions in South-South, Nigeria
This study investigated the relationship between institutional autonomy and teacher preparation in teacher education institutions in South-South Nigeria in order to make a case for teacher education institutions that are independent. Adopted correlational survey design and the study was carried out in the six states of the South-South geopolitical zone. Four research questions and corresponding four hypotheses guided the study. The population included the 17,427 stakeholders namely provosts / deans, heads of departments, lecturers and final year students from the Colleges of Education and the Faculties of Education. The sample size of 600 respondents was selected using multi-stage sampling technique from six purposively selected institutions. The data was gathered by a validated questionnaire, entitled “Institutional Autonomy and Teacher Preparation Questionnaire” (IATPQ) and has a Cronbach's alpha reliability coefficient of 0.83. Pearson Product Moment Correlation and One-way ANOVA were used to analyze the data. The results showed that academic autonomy had a positive statistically significant relationship with the quality of teacher preparation (r = 0.277; p < 0.001), administrative autonomy with innovation in teacher preparation programmes (r = 0.455; p < 0.001), and financial autonomy with the effectiveness of teacher preparation (r = 0.392; p < 0.001). The overall mean scores of the stakeholders showed positive perceptions regarding the need and feasibility of independent teacher education institutions (ITEIs), F(3,574) = 17.395, p < 0.001, but there were significant differences among stakeholder groups. The study finds that increased autonomy in the academic, administrative, and financial aspects of teacher preparation could significantly improve in the region the quality of teacher preparation, the innovation of teacher education, and effectiveness. It suggests giving more autonomy to Colleges of Education and step towards a balanced regulatory system to respond to the persistent challenges and create teachers that are prepared for the 21st century classrooms.
independent teacher education institutions
Copyright (c) 2026 Blessing Iheanyichukwu Nwuchegbuo (Author)
Demographic Differences in Sources of Marital Conflicts Among Public Secondary School Teachers in Rivers State, Nigeria—Implications for Counselling
Marital conflict is a pervasive challenge that can negatively affect personal wellbeing, family stability, and professional effectiveness, particularly among teachers who experience high occupational demands. This study examined demographic differences in sources of marital conflict among public senior secondary school teachers in Rivers State, Nigeria. Specifically, it investigated whether school type, gender, and school location influence the extent to which lack of communication, behavioural problems, and insufficient time with spouse serve as sources of marital conflict. The study adopted a survey research design, sampling 366 teachers through a multi-stage technique, with 342 valid responses analyzed. Data were collected using a self-constructed instrument, the Teachers’ Sources of Marital Conflict and Management Strategies Scale (TSMCMSS), and analyzed using independent samples t-test, and ANOVA to test the three hypotheses in the study. Findings revealed no significant demographic differences in any of the sources of marital conflict examined. It was concluded that communication breakdown, behavioural issues, and limited spousal time are universal stressors affecting teachers’ marital relationships. The study highlights the need for counselling interventions focusing on communication skills, stress management, behavioural adjustment, and work–family balance. It recommends that counsellors collaborate with school administrators to provide structured marital support programmes to enhance teachers’ marital satisfaction, promote family wellbeing, and improve professional productivity.
Copyright (c) 2025 Moses Loveth Nkem, Woji .O. Vashni, Robert .C. Nkechinyere (Author)
Speech Acts and Communicative Strategies in Military Literary Discourse: A Comparative Pragmatic Analysis of English and Uzbek
This article examines speech acts and communicative strategies in English and Uzbek military literary discourse from a comparative pragmatic perspective. Military literary discourse represents a complex form of communication in which institutional hierarchy, operational necessity, personal emotion, moral responsibility and national identity interact. The study is based on the theoretical principles of speech act theory, politeness theory, discourse analysis and cross-cultural pragmatics. Selected dialogue situations from English and Uzbek war prose are analyzed according to their illocutionary force, linguistic realization, contextual function and anticipated perlocutionary effect. The findings indicate that directives occupy a central position in both English and Uzbek military literary discourse because commands, warnings, instructions and prohibitions organize military action and reflect power relations. However, assertives, commissives, expressives and declaratives also contribute to the representation of military experience. English military dialogue frequently relies on concise imperatives, modal constructions, institutional vocabulary and strategically controlled emotional expression. Uzbek military dialogue demonstrates comparable functional directness but more visibly employs verbal suffixes, respectful imperative forms, forms of address, collective pronouns and culturally marked expressions of solidarity. The analysis identifies authority, mitigation, persuasion, solidarity, emotional restraint, strategic ambiguity and identity construction as major communicative strategies. The article concludes that the two traditions share common institutional functions while differing in the linguistic and cultural resources used to realize them.
speech act, military literary discourse, communicative strategy, directive, pragmatics, politeness, English, Uzbek, comparative analysis.
Copyright (c) 2026 Soatova Malika Sayfitdinovna (Author)
Widowhood Rites and Rituals in Some Communities of the North West Region of Cameroon: Psychological, Financial, and Physical Health Impacts on Widows and Consequences for Children’s Education
The main purpose of this study was to examine the psychological, financial, and physical health impacts of widowhood rites and rituals on widows in some selected communities of the North West Region of Cameroon and consequences for their children’s education. The mixed research method was adopted for this study and data was collected with the use of three instruments; questionnaire, interview guide and observation guide. The sample comprised of 160 widows who have undergone widowhood rites and rituals, and 10 elderly women responsible for carrying out and supervising widowhood rites and rituals, who were interviewed. The researcher personally observed some widowhood rites and rituals as they were being performed. The purposive and the snowball sampling techniques were used. Quantitative data was analyzed with the use of Means and Standard Deviations, while qualitative data was analyzed using the Thematic Approach. The findings revealed that many of the widowhood rites and rituals practiced in the area under study impose significant psychological distress, financial hardship, and physical health challenges on widows, which limit their ability to adequately support the education of their children, thereby increasing vulnerability to poor educational outcome. The study then concludes with recommendations that will go a long way to reform practices that undermine dignity, health, economic well-being, and educational welfare of widows’ children.
Copyright (c) 2026 Kumo Ruphus Numfor (Author)
Teachers’ Motivational Strategies and Students’ Classroom Engagement in Public Secondary Schools in Rivers State
The study investigated teachers’ motivational strategies and students’ classroom engagement in public secondary schools in Rivers State. The study adopted a correlational research design. Four research questions and four ull hypotheses guided the study. The population of the study consisted of all the 7,179 senior secondary school teachers in public secondary schools in Rivers State. The sample for the study comprised 350 teachers. The Taro Yamane formula was used to get the sample size. A stratified random sampling technique was used for the study. The instrument for the study was a researcher-developed instrument titled Teachers’ Motivational Strategies and Students’ Classroom Engagement Scale (TMSSCES). The instrument comprised two sections: A and B. The first section was used to generate teachers’ responses on their use of motivational strategies, which consisted of 20 item statements. The second section was used to evaluate students’ enjoyment which consisted of 15 item statements. The instrument was validated by experts in Measurement and Evaluation. The test-retest technique was used to determine the reliability of the instrument. A reliability coefficient r = 0.91 was established for teachers’ motivational strategies, while a reliability coefficient r = 0.82 was established for the students’ engagement scale. Pearson Product-Moment Correlation was used to answer the research questions and test the null hypotheses. The findings of the study revealed that positive reinforcement, interactive teaching methods, teacher–student relationship strategies and use of instructional materials were significantly and positively related to students’ classroom engagement in public secondary schools in Rivers State. Consequently, the researcher recommended, among other things, that teachers should adopt consistent and meaningful positive reinforcement strategies, such as praise, constructive feedback, and recognition of effort to encourage desirable learning behaviours, while ensuring that such reinforcement is balanced and focused on promoting students’ intrinsic motivation and sustained engagement.
Copyright (c) 2025 Excellencia: International Multi-disciplinary Journal of Education https://creativecommons.org/licenses/by/4.0
Institutional Barriers to Implementing Triple Helix Initiatives in Higher Education: A Case Study of State and Private Universities in Cameroon
Despite recent policy reforms including the Law on the Orientation of Higher Education in June 2023, the integration of the Triple Helix innovation model (university-industry-government) is dangerously delayed in Cameroon. This study looked at the deep institutional impediments to commercializing university research and to formalizing relationships with industry. The study used an explanatory sequential mixed-methods design, and data from 342 students, 128 academic faculty, and 18 university administrators in selected state and private universities were collected. The results show a fractured “knowledge triad” that operates as a disjointed double helix. Napoleonic bureaucracy and centralized treasury routing administratively hobble state institutions, creating a 6-to-9-month “MoU Chokepoint” that alienates dynamic private-sector partners. On the infrastructure front, 78% of students have entrepreneurial intent, but innovation is stifled by underfunded “paper incubators” without physical prototyping labs and industry-experienced mentors, resulting in a “capital flight” of student talent to unregulated private tech clusters. The study highlights a cultural “IP Brain Drain” fueled by the regional CAMES regulatory system, which logically incentivizes professors to give up valuable local IP for promotion in foreign theoretical journals and actively discourages commercialization. The study concluded that for the Triple Helix to be a viable economic engine in Cameroon, the state should aggressively decentralize university governance, earmark venture funding to remove nominal incubators, and implement a dual-track tenure system rewarding local patenting on par with international publishing.
Copyright (c) 2026 Emile Monono Mbua, Ngweamaw Isabelle Mensiii (Author)
Enhancing Reading Comprehension of Key Stage 2 Learners through Interactive Multimedia Tools
This study aimed to determine the impact of interactive multimedia tools on the reading comprehension of Key Stage 2 learners at Campatud Elementary School, Loon South District, Bohol, during the School Year 2025–2026. Using a descriptive-correlational research design, the study assessed the demographic profiles of four female teachers and their pupils, the extent of tool utilization (televisions, laptops, and smartphones), and the resulting effects on learner engagement and motivation. Statistical analysis using the Pearson Product-Moment Correlation Coefficient revealed a significant relationship between the use of multimedia tools and reading comprehension levels, with a computed r-value of 0.85 and a p-value of 0.02, leading to the rejection of the null hypothesis. Key challenges identified by teachers included gaps in digital literacy and unreliable internet connectivity. The findings indicate that interactive multimedia tools significantly enhance cognitive scaffolding and pupil engagement. Based on these results, a set of multimedia-assisted reading exercises was developed to further improve literacy outcomes.The use of visual and auditory aids facilitated a deeper understanding of abstract concepts, while the interactive nature of the tools reduced boredom and increased motivation. Based on the findings, it is concluded that interactive multimedia is a potent instructional medium for improving reading comprehension. While technology does not replace the teacher, it acts as a critical supportive tool that makes learning more flexible, engaging, and accessible, particularly for students who struggle with traditional printed texts. It is recommended that the school administration and faculty prioritize the integration of interactive digital resources in early literacy programs. Continuous professional development should be provided to teachers to enhance their digital pedagogical skills. Furthermore, the school should invest in sustaining these technological aids to ensure all pupils, including those in rural settings, have equitable access to innovative learning tools.
Master of Arts in Supervision and Administration
Copyright (c) 2026 Fe Misselle Sombrio Cuago, Rufino T. Tudlasan JR (Author)
Revitalizing Technical And Vocational Education For Sustainable Development: Leveraging Innovative Technologies To Address Local Challenges
This paper explores the potential of innovative technologies to revitalize technical and vocational education (TVE) and promote sustainable development. Despite its importance, TVE faces numerous challenges, including outdated curricula, limited access to resources, and a lack of industry partnerships. This paper examines the role of innovative technologies — such as online and blended learning platforms, virtual and augmented reality training tools, and mobile learning applications — in addressing these challenges. The paper highlights the potential of innovative technologies to improve the access, relevance and effectiveness of TVE programmes. The paper concludes by identifying the use of blended learning, virtual and augmented reality training tools and artificial intelligence by policymakers, educators and industry managers as a means of leveraging innovative technologies, promoting sustainable development and addressing local challenges through TVE.
Copyright (c) 2026 Dr. Christopher Anayo-chukwu (Author)
Managing Innovative Education to Strengthen Global Partnership for Attainment of Sustainable Development Goals in Nigeria
This paper exposes the approaches of strengthening global partnership through innovative education for attainment of Sustainable Development Goals. The modern society demands that every country needs to advance to meet up with the trends of the times. It is the quest of trying to catch up with the emerging global forces of demand and supply that calls for innovations, modern methods and materials in education. However, there has been a search for alternatives to strengthen development. Education has to reach a satisfactory standard to achieve a worldwide quality framework. This is what the agenda of globalization preaches, but analytically, the North (developed countries), with all the hegemonic power, seems not to promote equal opportunities. Contemporarily, much emphasis has been laid on strengthening global partnership through education improvement as a way of maintaining equity, but the wide disparity of North and South (developed and developing countries) seems to create an existing gap, whereas it is agreed that countries should support the collaborative partnership to achieve the 17 stated Sustainable Development Goals. Judging from the movement so far, one begins to ponder on the relevance of this whole exercise on Nigeria as we seem to continuously play the role of followership. This is to say that more should be done in innovating education to avoid staying weak in global partnership. The paper therefore suggests that countries of the South should examine their financial strength before adopting some globalization policies, else they remain perpetual followers in the system despite the innovation adopted.
Copyright (c) 2026 Amadi, Emilia Chinwe, Chijioke Clancy Amadi (Author)
The Use of Abbreviations and Acronyms in The Terminology
The article researches development of the Internet domain and testifies to the fact that at different stages of its formation the correlation of natural and deliberately managed processes was different. Identification of the periods of development of basic concepts and terms of the Internet, as well as the study of conditions for the formation of the terminological system allows us to conclude that the terminology of the Internet is a new terminological system, its core is formed much faster, but the system itself continues to evolve.
Copyright (c) 2026 Dilfuzakhon Saidkodirova (Author)
Advocating Adaptive Leadership Expertise of School Heads in Times of Crises
This study examined the adaptive leadership expertise of school heads during times of crises in San Miguel District, Bohol Division. The respondents included five public elementary and secondary school heads and seventy-five teachers, totaling eighty participants. Findings revealed that natural disasters were the most frequently encountered crises, typically experienced once or twice by both groups. Results indicated that school heads consistently demonstrated a very high level of adaptive leadership expertise across three dimensions—diagnostic capacity, mobilization capacity, and experiential learning capacity—with mobilization and experiential learning capacities slightly higher than diagnostic capacity. Challenges in exercising adaptive leadership were experienced to a moderate extent by school heads, while teachers reported moderate to great challenges, particularly in personal aspects. Correlation analysis showed no significant relationship between adaptive leadership expertise and most types of crises among school heads, except for social and political crises, which had a significant positive relationship. For teachers, operational and social-political crises showed weak negative relationships with adaptive leadership expertise. No significant relationships were found between adaptive leadership expertise and challenges among school heads. Overall, the study concludes that school heads consistently exhibit high adaptive leadership expertise, independent of crisis frequency or type. However, organizational and systemic factors continue to influence leadership practice, underscoring the importance of institutional support, adequate resources, and continuous professional development to strengthen adaptive leadership in schools.
Copyright (c) 2026 Argie H. Laput, Rufino T. Tudlasan, JR. (Author)
The Use of STEAM Technologies in Economic Education of Preschool Children: Pedagogical Problems and Solutions
This study investigates the pedagogical problems associated with economic education in preschool settings and explores the potential of STEAM technologies as a solution for improving economic literacy among young children. Using a qualitative research design based on theoretical analysis, comparative review, and synthesis of contemporary educational literature, the study identifies key challenges and proposes pedagogical strategies for effective implementation. The findings indicate that STEAM technologies contribute significantly to children's understanding of economic concepts by promoting inquiry, creativity, collaboration, problem-solving, and experiential learning. Furthermore, the research highlights the importance of teacher competence, family involvement, digital learning resources, and interdisciplinary project-based learning as essential factors supporting successful economic education. The study concludes that STEAM-based approaches provide an innovative and effective framework for developing economic awareness and responsible decision-making among preschool children while simultaneously fostering twenty-first-century competencies required for future educational and social success.
economic education, preschool children, STEAM technologies, economic literacy, early childhood education.
Copyright (c) 2026 Nasiba Ilhom-kizi Boltayeva (Author)
Optimizing School-Based Teacher Training for Improved Teaching Performance
This research determined the effectiveness of school-based teacher training programs in enhancing teachers’ professional development in selected public schools in the Division of Mandaue City for the School Year 2025–2026. The findings served as the basis for developing a Comprehensive Teacher Training Enhancement Plan to strengthen teachers’ instructional competence and professional growth. Specifically, the study examined the demographic profile of the teacher-respondents with respect to age, gender, marital status, highest educational qualification, length of service, position, and training attended. It also assessed the effectiveness of school-based teacher training programs in planning and needs assessment, quality of facilitation and training delivery, relevance of training content to instructional needs, opportunities for collaboration and professional dialogue, and monitoring, feedback, and follow-through mechanisms. Furthermore, the study evaluated the effects of teacher training on teachers’ professional development in terms of content knowledge, pedagogical competence, assessment and feedback practices, and professional collaboration and reflective practice. A descriptive–correlational research design was employed in the study. Data were gathered using a structured questionnaire administered to fifty (50) teachers. The collected data were analyzed using frequency, percentage, weighted mean, standard deviation, and Spearman’s Rho correlation coefficient. The results revealed that the level of effectiveness of school-based teacher training programs was rated Outstanding, with an overall weighted mean of 4.56. Similarly, the level of teachers’ professional development was also rated Outstanding, with an overall weighted mean of 4.55. The test of significant relationship showed that teacher training effectiveness was significantly related to teachers’ professional development. These findings indicate that well-planned and effectively implemented teacher training programs significantly improve teachers’ instructional competencies and professional practices. The study recommends strengthening monitoring mechanisms and institutionalizing a comprehensive plan to enhance teacher training aligned with the Philippine Professional Standards for Teachers (PPST).
Copyright (c) 2026 Cielo Monich M. Cerela, Rufino T. Tudlasan JR. (Author)
Structural-Semantic and Cognitive Interpretation of theTerminological System
This article examines the terminological system from structural-semantic and cognitive perspectives. The study focuses on the organization of terms within specialized fields, their semantic relations and their role in representing professional knowledge. Terminology is not simply a collection of isolated lexical units; it is a systematic structure that reflects concepts, categories and domain-specific cognitive models (Cabré, 1999; ISO, 2022). The article applies qualitative structural, semantic and cognitive analysis. The findings show that terminological systems are formed through hierarchical, associative, synonymic, antonymic and derivational relations. From a cognitive point of view, terms function as verbal representations of concepts, frames and specialized knowledge structures (Temmerman, 2000; Faber, 2011). The study concludes that a complete analysis of terminology should combine structural-semantic interpretation with cognitive analysis, because terms represent both linguistic form and conceptual knowledge.
Copyright (c) 2026 Absalamova Gulmira Sharifovna (Author)
Analysis of Foreign Scientific Research on Training Specialized Translators Based on Information Resources
This article analyzes foreign scientific research devoted to the training of specialized translators through the use of information resources. In contemporary translation education, the translator is no longer viewed only as a bilingual mediator, but as a professional who must work with terminology databases, corpora, electronic dictionaries, translation memories, machine translation systems, digital archives and subject-specific information platforms. The purpose of the article is to examine how international research conceptualizes the role of information resources in developing specialized translation competence. The study is based on a qualitative literature review of major foreign models and approaches, including the EMT competence framework, the PACTE translation competence model, technology-oriented translation pedagogy, corpus-based translator training and neural machine translation research. The results show that foreign studies emphasize the integration of linguistic, technological, strategic, intercultural and subject-field competences. At the same time, the analysis reveals that many international models describe translator competence broadly, while fewer studies offer a step-by-step didactic mechanism for training specialized translators through information resources. The article concludes that information-resource-based translator training should combine subject knowledge, terminology management, corpus literacy, digital competence and reflective translation practice.
Copyright (c) 2026 Bakirova Khilolakhon Botirlaiyevna (Author)
The Role of Context in Pragmatic Meaning Construction in Digital Communication
Digital communication has fundamentally transformed the ways individuals create, interpret, and negotiate meaning. Unlike traditional face-to-face interaction, online communication frequently occurs in environments where physical context, non-verbal cues, and immediate feedback are limited or entirely absent. Consequently, participants rely on a wide range of contextual resources—including linguistic, technological, social, and multimodal elements—to construct pragmatic meaning. This study examines the role of context in pragmatic meaning construction within digital communication from the perspectives of pragmatics, cognitive linguistics, and computer-mediated discourse analysis. Drawing upon Grice's Cooperative Principle, Speech Act Theory, Relevance Theory, and contemporary approaches to digital discourse, the research investigates how contextual information influences the interpretation of online messages across social media platforms, instant messaging applications, and online discussion forums. A qualitative discourse analysis of authentic digital interactions demonstrates that pragmatic meaning is shaped not only by lexical and grammatical structures but also by emojis, hashtags, hyperlinks, memes, shared cultural knowledge, platform conventions, and communicative intentions. The findings indicate that context in digital environments is dynamic, multimodal, and collaboratively constructed by participants throughout interaction. Furthermore, the study highlights that successful interpretation depends upon users' ability to integrate linguistic information with technological affordances and socio-cultural knowledge. These findings contribute to contemporary pragmalinguistic research by expanding traditional theories of context to accommodate the characteristics of digital communication and emphasizing the need for interdisciplinary approaches to language use in technologically mediated environments.
Copyright (c) 2026 Shamahmudova Aziza Furkatovna, Shaimerdenova Mendyganym Jamalbekovna (Author)
Effective Technologies of The Cluster Approach in Preparing Future Teachers to Manage Their Pedagogical Activities
This article explores the implementation of the cluster approach as an effective educational technology for preparing future teachers to manage their pedagogical activities. With the shift towards practice-oriented teacher training and competency-based education, the study emphasizes how cluster models promote collaboration, contextual learning, and reflective practice. The article presents evidence-based analysis of the structural components of cluster-based teacher education and outlines key strategies for enhancing pedagogical management skills. This research aims to contribute to teacher education reform by identifying impactful cluster-based methods and tools.
Copyright (c) 2026 Yuldosheva Gulira'no Zaripjon kizi , Ihejiofor Kingsley Ikenna (Author)
LINGUISTIC FEATURES OF LITERARY TRANSLATION FROM UZBEK INTO ARABIC
This article discusses the linguistic features of literary translation from Uzbek into Arabic. Literary translation is one of the most complex types of translation because it requires not only the transfer of lexical meaning but also the preservation of style, imagery, national-cultural color, emotional tone, and aesthetic function. Uzbek and Arabic belong to different language families and have different grammatical, phonetic, syntactic, and stylistic systems. Therefore, the translation of Uzbek literary texts into Arabic requires special attention to lexical equivalence, phraseological units, metaphorical expressions, cultural realia, word order, stylistic devices, and pragmatic meanings. The article analyzes the main linguistic challenges that arise in Uzbek-Arabic literary translation and explains them through the views of translation scholars such as E. Nida, P. Newmark, M. Baker, J. Catford, S. Bassnett, and L. Venuti. The study concludes that successful literary translation from Uzbek into Arabic depends on the translator’s linguistic competence, cultural knowledge, stylistic sensitivity, and ability to recreate the artistic value of the original text.
Copyright (c) 2026 Kamala S. Qodirova (Author)
Pedagogical Conditions for Improving Economic Education of Preschool Children Through STEAM-Based Learning Technologies
The rapid development of technology, globalization, and digital transformation has significantly changed the requirements imposed on future generations. Economic literacy is increasingly recognized as an essential life competence that should begin to develop in early childhood. Preschool age represents a critical period during which children acquire foundational knowledge, attitudes, and behaviors that influence their future social and economic participation. Traditional approaches to economic education in preschool settings often focus on isolated concepts such as money recognition, saving, and consumption, while neglecting the development of critical thinking, creativity, problem-solving, and interdisciplinary competencies necessary for modern economic life. STEAM (Science, Technology, Engineering, Arts, and Mathematics) education offers innovative opportunities for integrating economic concepts into meaningful learning experiences. Through project-based activities, experimentation, collaborative learning, and creative problem-solving, STEAM technologies can contribute to the formation of economic awareness and responsible decision-making among preschool children. However, effective implementation requires specific pedagogical conditions that ensure developmental appropriateness, active engagement, and integration of economic content within preschool curricula. This study examines the pedagogical conditions necessary for improving economic education among preschool children through STEAM-based learning technologies. The research employs a qualitative and theoretical approach based on literature analysis, comparative pedagogical review, and synthesis of contemporary studies on early childhood education, economic literacy, and STEAM learning. The findings identify several critical pedagogical conditions, including child-centered learning environments, integration of economic concepts into daily activities, teacher professional competence, family involvement, interdisciplinary project design, and the use of digital and interactive educational resources. The study demonstrates that STEAM-based economic education enhances children's cognitive, social, creative, and economic competencies while promoting sustainable learning outcomes. The article contributes to the growing body of knowledge on early childhood economic education and provides practical recommendations for educators, curriculum developers, and policymakers seeking to improve preschool economic literacy through innovative pedagogical approaches.
Mechanisms for Developing Sociometric Relationships Between Teachers and Students
Teacher–student sociometric relationships represent an important dimension of the educational process, influencing classroom climate, academic achievement, social adaptation, emotional well-being, and students’ sense of belonging. Contemporary educational research increasingly recognizes that positive teacher–student relationships contribute significantly to learning effectiveness and psychosocial development. The present study aims to examine the historical evolution, theoretical foundations, methodological approaches, and contemporary educational implications of sociometric relationships between teachers and students. A qualitative research design based on systematic literature review and comparative analysis was employed. Scientific sources from sociometry, educational psychology, social-emotional learning, attachment theory, and restorative practices were analyzed. The findings reveal that teacher–student sociometric relationships have evolved from classical sociometric concepts of interpersonal choice and rejection toward multidimensional frameworks encompassing trust, emotional support, fairness, inclusion, and psychological safety. The study highlights the importance of integrating sociometric, humanistic, socio-constructivist, social-emotional learning, and restorative approaches in modern educational environments. The results suggest that systematic development of sociometric relationships contributes to improved educational outcomes, enhanced classroom climate, and greater student well-being.
Copyright (c) 2026 Excellencia: International Multi-disciplinary Journal of Education https://creativecommons.org/licenses/by/4.0
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.
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)