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
Parental Responsibility and The Pedagogical-Psychological Characteristics of Educational Position
This article explores parental responsibility and educational position as interrelated pedagogical and psychological constructs that determine the effectiveness of family upbringing. Parental responsibility is conceptualized as a conscious moral and psychological commitment to the child’s development, while educational position is understood as a stable system of values, orientations, and interaction strategies guiding parental educational influence. The paper analyzes the cognitive, emotional, and behavioral dimensions of these constructs and demonstrates their regulatory role in shaping the child’s autonomy, value system, and social behavior. It is argued that a reflective and value-based educational position enhances the pedagogical potential of parental responsibility and contributes to sustainable personality development.
Copyright (c) 2026 Excellencia: International Multi-disciplinary Journal of Education (2994-9521)
Integrating Digital Technologies to Enhance Teaching and Learning
The integration of technology in education has emerged as a transformative approach to enhance the quality of teaching and learning processes in the 21st century. This paper explores the concept, significance, and practical implications of integrating digital tools into classroom practices. Technology integration refers to the effective use of digital resources such as computers, learning management systems, multimedia tools, and internet-based platforms to facilitate meaningful learning experiences. The study highlights how the incorporation of technology supports innovative pedagogical approaches, promotes student-centred learning, and encourages active engagement among learners. The paper examines various forms of digital tools, including interactive whiteboards, online learning platforms, educational applications, and multimedia content, which enable teachers to present information in diverse and engaging ways. It also discusses how technology fosters collaboration, critical thinking, and problem-solving skills among students, thereby preparing them for the demands of a knowledge-based society. Furthermore, the role of teachers is emphasized as facilitators and guides who must adapt to technological advancements and continuously update their digital competencies. Despite its numerous advantages, the integration of technology also presents certain challenges such as lack of infrastructure, inadequate training, digital divide, and resistance to change among educators. The study identifies these barriers and suggests strategies to overcome them, including professional development programs, policy support, and investment in educational technology infrastructure. Special attention is given to the importance of developing digital literacy among both teachers and students to ensure the effective utilization of technological tools. The findings of the study indicate that when technology is thoughtfully and systematically integrated into the teaching-learning process, it significantly enhances student engagement, improves academic achievement, and supports personalized learning. The paper concludes that successful technology integration requires a balanced approach that combines pedagogical expertise with technological proficiency. It calls for a collaborative effort among educators, institutions, and policymakers to create a supportive environment for sustainable and inclusive digital education.
Social Media Exposure Improves Students’ Writing Skills in English 8
Social media is a part of growing and parcel of our daily lives. As young generation have been interacting on social media on a constant basis, writing is one of the skills by means of which they interact. This research study aims to explore the potential of using social media to develop the students’ writing skills. A survey was conducted to explore the tendency of using different tenets or forms of social media by English 8 students at Buburay National High School in Dimataling 2 District. School Year 2020-2021. The instrument used in this study was descriptive method and a survey questionnaire for the Social Media Exposure of the students. A Social Media exposure was carried out to compare students’ English writing skill after discussion on Google meet or zoom to get depth information about students’ attitude towards use of social media platforms. The results of survey point out that most students use and have easy access to social media through their gadgets. The study found that using social media for lesson discussions helps students enhance their writing skills. Moreover, using social media in writing informative essays was an easy, motivating and interesting experience to use for writing practice. Most of the students were of the view that it is a new experience of learning writing by engaging in discussion with peers and teachers through using google meet platforms. However, this study employs the descriptive method design as a means of researching the reciprocity between social media use and the students’ writing skills. The findings have indicated that students at Buburay National High School students’ social media use habits exert significant impacts on the students’ writing skills and the most these are susceptible to potential risks of the use of social media. The reported findings gave sufficient proof that social media is a convenient tool to develop better students’ writing skills. Hence, social media literacy should be integrated into the curriculum.
Statistical Analysis of Attitude Indicators Towards Psychological Services Among Higher Education Students Based on Age Factors
The article presents a statistical analysis of the attitude of higher education students towards psychological services based on their age characteristics. The study utilized the Kruskal-Wallis H test to determine the role of the age factor in seeking psychological help and evaluating the psychologist's performance. The results proved that students' opinions about the university psychologist significantly differ across age groups (p < 0.01). Specifically, it was found that 23-year-old students have the highest positive evaluation of the psychologist's activity, while 17-year-old students showed the lowest results.
Copyright (c) 2026 Excellencia: International Multi-disciplinary Journal of Education (2994-9521) https://creativecommons.org/licenses/by/4.0
The Role of Language in Human Communication: Cognitive, Social, and Technological Dimensions in the Digital Era
Language is a fundamental medium of human communication, serving not only as a tool for information exchange but also as a mechanism for constructing meaning, identity, and social relationships. In the context of rapid technological transformation and globalization, the role of language has expanded beyond traditional boundaries, integrating with digital platforms, artificial intelligence, and multimodal communication systems. This study aims to explore the multifaceted nature of language in communication by examining its cognitive, social, and technological dimensions. Using a qualitative analytical approach based on recent interdisciplinary literature, the research investigates how language shapes human interaction, influences perception, and adapts within digital environments. The findings reveal that language functions as a dynamic system that evolves in response to socio-cultural and technological changes. Moreover, the integration of artificial intelligence and digital media has transformed communication patterns, creating new challenges related to meaning interpretation, authenticity, and ethical considerations. The study concludes that understanding language in contemporary communication requires a holistic perspective that combines linguistic theory, cognitive science, and digital literacy. The implications of this research are significant for education, communication studies, and the development of effective communication strategies in a technologically mediated world.
Impact of Mindfulness-Based Interventions on Student Attention and Learning Outcomes
In contemporary educational contexts, students face unprecedented cognitive, emotional, and social demands. Academic pressures, digital distractions, and mental health challenges contribute to decreased attention, heightened stress, and diminished learning outcomes. Mindfulness-Based Interventions (MBIs) have emerged as a promising pedagogical and therapeutic approach to enhance student focus, emotional regulation, and academic performance. Mindfulness, broadly defined as purposeful, non-judgmental awareness of the present moment, can be cultivated through structured practices such as meditation, mindful breathing, body scans, and mindful movement. This research article explores the theoretical underpinnings of MBIs, reviews empirical evidence on their effects on attention and learning, and examines mechanisms through which mindfulness enhances cognitive functioning and academic engagement. Additionally, the study addresses challenges in implementing MBIs in educational settings and provides best practice recommendations for integrating mindfulness into curricula. The findings underscore the potential of mindfulness as a transformative tool to foster attentional control, self-regulation, and holistic learning outcomes in students across developmental stages.
Methodological Challenges in Contemporary Linguistics
Contemporary linguistics is characterized by methodological diversity, interdisciplinary integration, and rapid development of new research approaches. While this diversity creates new opportunities for linguistic analysis, it also generates serious methodological challenges related to the choice of theoretical framework, research methods, and interpretation of linguistic data. The present article examines the main methodological problems faced by modern linguistics, including the conflict between formal and functional approaches, the integration of cognitive and social perspectives, the influence of interdisciplinary research, and the difficulties of combining qualitative and quantitative methods. Special attention is given to the problem of methodological inconsistency, which often arises when linguistic research is conducted without a clear theoretical basis. The study argues that contemporary linguistics requires a flexible but systematic methodological model that allows the integration of different approaches while preserving scientific reliability. The article demonstrates that the future development of linguistics depends on the ability of researchers to overcome methodological contradictions and to create unified principles for linguistic analysis.
Integration of Foreign Experiences in Developing Socio-Historical Competencies of Engineering Students
This article examines the theoretical and practical aspects of integrating foreign educational experiences into the process of developing socio-historical competencies among engineering students. Within the framework of the study, competency-based approaches widely applied in the higher education systems of developed countries, interdisciplinary education models, and the role of digital pedagogical technologies in engineering education were systematically analyzed. In particular, the mechanisms for shaping students’ historical thinking, social responsibility, and civic engagement through the integration of engineering disciplines with humanities and social sciences are explored. The research findings indicate that adapting foreign educational experiences while considering the historical, cultural, and social characteristics of the national education system contributes to improving the quality of engineering education, enriching educational content, and preparing students not only as professionals but also as socially mature individuals. This article serves as an important foundation for developing scientific and practical recommendations aimed at modernizing engineering education and enhancing socio-historical competencies.
Invisible on Screen, Visible in Struggle: Dalit Feminism between Media Representation and Grassroots Politics
This study is situated within the historical context of colonial and imperial legacies in India, which have significantly shaped knowledge systems, media representations, and political structures through entrenched caste and gender hierarchies. Despite the expansion of democratic and cultural spaces, Dalit women continue to face systemic marginalization, particularly in cinema, media narratives, and political participation. Addressing this gap, the study adopts Dalit feminist epistemology as its central analytical framework to critically examine how power operates across cultural and institutional domains. Methodologically, the paper employs a qualitative and critical analytical approach, drawing on theoretical insights from Dalit feminism, intersectionality, and decolonial studies. It analyses patterns of representation in cinema and media, alongside the role of Dalit women in grassroots political movements and activism, to understand both exclusionary mechanisms and forms of resistance. The findings reveal that dominant media and cultural industries largely reproduce stereotypes, invisibility, and narrative control, reinforcing epistemic inequality and limiting the agency of Dalit women. Simultaneously, the study highlights that Dalit women’s participation in social and political movements generates alternative discourses that challenge hegemonic knowledge systems and assert their role as active knowledge producers. The study concludes that addressing these inequalities requires a decolonial and intersectional rethinking of representation, knowledge, and power. It emphasizes the need for inclusive media practices, equitable political engagement, and the recognition of marginalized voices as central to achieving epistemic justice.
Role of Civil Society Organisations in Environmental Protection
Civil society organisations (CSOs) have emerged as indispensable actors in global and local environmental governance. This paper undertakes a systematic and empirical examination of the multifaceted roles played by CSOs in environmental protection, covering policy advocacy, environmental monitoring, community mobilisation, strategic litigation, and international networking. Drawing on peer-reviewed literature, longitudinal engagement data, and illustrative case studies from both developed and developing nations, the study constructs a conceptual framework linking CSO mechanisms to measurable environmental outcomes. Results indicate that CSOs are not peripheral actors but central nodes in multi-stakeholder environmental governance architectures. Quantitative analysis reveals that approximately 87% of surveyed CSOs engage in policy advocacy, while 91% are involved in community mobilisation efforts. Engagement indices have risen substantially across all country income groups between 2000 and 2023. The paper further identifies persistent structural challenges—including funding volatility, regulatory suppression, and institutional marginalisation—that constrain CSO effectiveness. These findings carry direct implications for policymakers, donors, and civil society practitioners seeking to optimise the contribution of non-state actors to sustainability transitions.
Copyright (c) 2025 Excellencia: International Multi-disciplinary Journal of Education (2994-9521)
Fixation of Criminal Liability on Public Servant for Violation of RTI Law
This article looks closely at whether public officials should face criminal consequences when they deliberately violate the Right to Information Act, 2005 (RTI). It highlights a clear gap between what the law provides—penalties and disciplinary action under Sections 19 and 20—and what actually happens in practice. Despite these provisions, the Central and State Information Commissions have used them sparingly, which has contributed to a growing backlog of appeals and a sense that such violations often go unpunished. Drawing on empirical studies and annual data from the Central Information Commission, the paper argues that civil penalties alone have not been enough to discourage officials from intentionally withholding, destroying, or even falsifying information. To address this, it explores how provisions under the Bharatiya Nyaya Sanhita, 2023 (BNS) could be applied to hold public servants criminally accountable for such conduct. The article then explains what needs to be proven to establish criminal liability—such as the official’s status as a public servant, the existence of a legal duty, deliberate disobedience, and an intention to cause harm. At the same time, it acknowledges concerns about possible misuse of criminal law and suggests safeguards to ensure that accountability measures remain fair and balanced.
Copyright (c) 2024 Excellencia: International Multi-disciplinary Journal of Education (2994-9521)
Technologies for the Formation of Creative Thinking Through Interactive and Innovative Approaches to Teaching Physics
This article highlights effective pedagogical technologies for the formation and development of creative thinking in students in the process of teaching physics. The study analyzed the issues of independent thinking of students, the ability to find solutions in problem situations and the development of creative approach skills through the use of interactive and innovative approaches in physics lessons. Also, the importance of methods such as problem education, project-based teaching, “brainstorming”, cluster, “mental attack”, debate, “case-study” in mastering physics topics is scientifically based. The article describes the didactic conditions for integrating interactive methods into the course process, new requirements for the activities of the teacher, as well as mechanisms for creating an innovative educational environment. According to the results of the study, it was found that the educational process, based on interactive and innovative approaches, has a high efficiency in connecting theoretical knowledge of students with practice, forming a culture of scientific thinking and developing creative thinking. This article contains scientific and practical recommendations aimed at modernizing the process of physical education and improving the effectiveness of the quality of Education.
Karim Yoldoshev’s Directing: The Poetics of Stage Space and Visual Solutions
This article examines the specific features of stage space organization and the poetics of visual solutions in the directing work of Karim Yoldoshev. Special attention is given to the director’s approach to constructing stage composition, the relationship between actor movement and spatial dynamics, and the aesthetic and symbolic functions of stage design. The study analyzes how visual elements such as lighting, color, stage design, and spatial arrangement contribute to revealing the dramatic meaning and forming a unified artistic image. In addition, the article highlights the role of visual metaphor and expressive movement in strengthening the emotional impact of theatrical performance. The research concludes that Yoldoshev’s directing style is distinguished by a synthesis of traditional and modern theatrical approaches, where stage space serves not only as a physical setting but also as an essential semantic element of the performance.
Assessing the Effectiveness of Visual Support Strategies in Enhancing the Reading Achievement of Inclusive Learners
This study examined the effectiveness of visual support strategies in enhancing reading comprehension, vocabulary, and phonological awareness among inclusive learners at Corella National High School. Pre-test results revealed notable gaps in comprehension and vocabulary, with 30% of learners at the beginner level and 35% at beginner or intermediate stages in vocabulary. Phonological awareness, however, showed a strong baseline. Following the intervention, post-test outcomes demonstrated significant improvement: no learners remained at the beginner stage in comprehension, vocabulary scores stabilized with a high concentration in the advanced category, and phonological awareness uniformly reached advanced levels. These findings underscore the role of visual support strategies in scaffolding comprehension, reducing cognitive load, and fostering learner independence. The structured and multimodal approach provided clarity, predictability, and accessibility, enabling learners to better organize information, anticipate tasks, and strengthen literacy outcomes. Recommendations emphasize embedding visual support strategies into daily instruction, prioritizing teacher capacity-building, customizing tools for learner differentiation, institutionalizing monitoring and evaluation, and aligning policies with institutional goals of equity and professionalization. Overall, the study affirmed that visual support strategies are a sustainable and scalable pedagogical strategy that promotes inclusivity, strengthens literacy achievement, and supports diverse learners in varied educational contexts.
The Fractured Dream: Identity and Disillusionment in Modern American Fiction
The modern American fiction represents identity as unstable, fragmented, and deeply shaped by social disillusionment. Through shifting narrators, psychological conflict, and alienated protagonists, these works portray individuals struggling to define themselves within cultures marked by materialism, war, racism, gender expectations, and emotional isolation. The “fractured dream” becomes a central metaphor for the collapse of the American Dream, revealing how promises of success, freedom, and self-realization often lead instead to confusion and despair. Recurring themes of alienation, loss, memory, and resistance, the paper argues that modern American fiction exposes the tension between personal identity and national ideals. These texts do not merely depict individual crisis; they also critique the larger structures that produce disillusionment. Modern American fiction presents identity as a site of struggle, reflecting both the broken promises of modern life and the enduring human search for meaning and belonging.
Assessing Teachers’ Self-Efficacy and its Influence on the Delivery of Quality Instruction in Mainstreamed Classrooms
This study examined the relationship between teachers’ perceived self-efficacy and their actual teaching performance in mainstreamed classrooms at Dapa Central Elementary School & SPED Center during the 2025–2026 school year, serving as a basis for an Action Plan. Demographic data, including age, gender, educational attainment, position, teaching experience, and participation in inclusive education trainings, were collected. Data were gathered through a structured survey measuring teachers’ perceived self-efficacy and actual classroom practices. Frequency counts, percentages, and weighted means analyzed levels of self-efficacy and teaching performance, while Pearson’s correlation coefficient determined the relationship between the variables. Findings showed a predominantly young and female workforce, mostly aged 20–29 years with bachelor’s degrees. Teacher I comprised the largest group, and most had six to ten years of experience. Participation in inclusive education seminars was limited. Teachers reported high self-efficacy in assessing student progress and using results to improve instruction but lower confidence in collaborating with Special Education/Resource Teachers and providing individualized accommodations. Actual teaching performance was generally effective, with strengths in classroom management and differentiated instruction, while collaborative practices were less frequent. Correlation analysis revealed a negligible negative and non-significant relationship between perceived self-efficacy and teaching performance, indicating that confidence does not necessarily predict instructional effectiveness. The study concluded that while teachers demonstrate strong classroom performance, gaps in collaboration and individualized support persist. An Action Plan is recommended to enhance self-efficacy and teaching performance.
Evaluation of the Trends of Students’ Academic Performance in Basic Science in Secondary Schools in a Hoada East LGA (2020–2024)
The study investigated the trends in students’ performance in basic science in secondary schools in Ahoada East LGA. The study adopted a descriptive survey design with a trend analysis approach. The population comprise all junior secondary school’s students in public and private schools. A sample size of 200 students was selected through the stratified random sampling techniques. The study was guided by 4 research questions and also four null hypotheses was formulated and tested at 0.05 alpha level. Data were gathered through the student’s termly results for a period of five years. Data was analysed using the mean and SD for the research Questions while the t-test and analysis of variance (ANOVA) was used for the testing of the null hypotheses. The results show that student’s performance fluctuated over the years with 2021 having the lowest and 2024 recording the highly. There was a significant difference among the group, while students’ gender did not have a significant effect on student’s performance trend in basic science during the period under study. Also, there was no significant difference in the performance trends between urban and rural schools. Contrarily, school type had a significant influence on student performance trends during the study period. Based on the results, it recommended that.
Effect of Model- Lead-Test (MLT) Instructional Strategy on Students Academic Performance in Basic Science in Secondary Schools in Rivers State
Improving students’ academic achievement in Basic Science remains a critical challenge in Nigerian secondary schools, as traditional teacher-centered methods often limit engagement and conceptual understanding. Despite evidence supporting interactive instructional strategies, there is limited empirical research on the application of the Model–Lead–Test (MLT) strategy at the junior secondary level. This study adopted a quasi-experimental design with a non-equivalent control group, involving 100 Junior Secondary 2 students from two public schools. The experimental group (n = 50) received MLT instruction, while the control group (n = 50) was taught using the conventional lecture method. Data were collected using the 40-item Basic Science Achievement Test (BSAT) and analyzed with mean, standard deviation, and ANCOVA. Results indicated that the experimental group achieved a higher mean gain (4.00) than the control group (3.70), although the difference was not statistically significant (F(1,97) = 3.37, p = 0.069). Gender did not significantly influence performance. It is recommended that MLT be adopted alongside extended instructional periods to enhance learning outcomes, fostering deeper engagement and improved academic performance.
Self-Efficacy among Undergraduate Students in West Bengal: A Multidimensional Analysis
Self-efficacy, defined as individuals' beliefs in their capabilities to organize and execute actions required for achieving specific goals, constitutes a foundational construct in educational psychology with profound implications for academic achievement and career development. This study investigated self-efficacy levels among 639 undergraduate students (186 male, 453 female) from 16 colleges across four districts of West Bengal, India, examining variations across gender, geographical location, family income, family type, and scholastic stream. A comprehensive Self-Efficacy Scale was developed and validated, initially comprising 63 items across 10 dimensions. Following expert validation (κ > 0.75) and reliability analysis (Cronbach's α = 0.915), factor analysis revealed a three-factor structure explaining 63.571% of total variance: Personal Competence and Confidence (16 items, α = 0.799), Persistence and Resilience (15 items, α = 0.802), and Adaptability and Problem Solving (13 items, α = 0.816). Results indicated that 32.7% of students demonstrated high self-efficacy (scores 138-217), 11.3% moderate self-efficacy (scores 116-137), and 56.0% low self-efficacy (scores 44-115). Arts students (M = 116.57, SD = 35.80) showed significantly higher self-efficacy than Science students (M = 106.21, SD = 35.52; t = 2.90, p < 0.01). No significant gender differences emerged, though females (n=145 in high category) outnumbered males (n=63). Urban students (n=146 in high category) demonstrated stronger self-efficacy than rural students (n=62). Students from nuclear families (n=113 in high category) and middle-income families (₹10,001-20,000: n=95 in high category) showed highest self-efficacy. The findings highlight the need for targeted self-efficacy enhancement programmes, particularly for Science students, rural youth, and students from lower-income families.
The Importance of STEAM Education in Helping Students Acquire Life Skills
Developing students' creative abilities, ensuring their multifaceted personal development, and creating conditions for them to acquire the necessary organizational and managerial skills are among the urgent tasks in the school education system. This holds great importance in shaping their life skills
Computer Literacy Skills and Digital Grading of Students among Business Education Teaching Staff of Ignatius Ajuru University of Education
This study investigates the relationship between computer literacy skills and digital grading of students among business education teaching staff at Ignatius Ajuru University of Education (IAUE). Specifically, the study examined how basic computer operation skills, software manipulative skills, and data/information management skills relate to the proficiency of lecturers in executing digital grading tasks. Design: The study used a correlation design. The population comprised all 24 business education teaching staff of Ignatius Ajuru University of Education, and because this number was small, a census sampling technique was used which entailed covering the entire population. We used an instrument called Computer Literacy Skills and Digital Grading of Students Questionnaire (CLSDGSQ), developed by the researchers themselves, to collect data. It was validated by experts in Business Education and trial-tested with 10 lecturers from another faculty at the same university; the reported Cronbach Alpha reliability coefficient is 0.72, reflecting acceptable consistency. Data analysis involved the use of descriptive statistics (mean and standard deviation) to answer research questions and Pearson Product Moment Correlation (PPMC) to test hypotheses at the 0.05 significance level. Findings revealed that business education teaching staff possessed moderate proficiency in basic computer operations (e.g., turning on, navigating, and managing files) and some competence in software use (Microsoft Word and Excel). However, weaknesses were observed in the use of PowerPoint, learning management systems, result-processing software, and advanced data management practices such as cloud backup and digital security. Overall, the study established positively strong and significant relationship between computer literacy of basic computer operation skills and digital grading of students. However, the study found weak and no significant relationship with software manipulative skills and data/information management skills. This means that the better the computer literacy of business education teaching staff, the more effective, expedient, accurate, and transparent the processes of student assessment become. The implication from the study is that increased computer literacy is critical for sustainable digital assessment practices within IAUE and may also be relevant outside of IAUE itself. The report suggested ongoing training programs for educators, provision of modern information and communications technology infrastructure, and a policy-based approach to the adoption of digital grading systems to ensure proper assessment of students.
Copyright (c) 2026 Excellencia: International Multi-disciplinary Journal of Education https://creativecommons.org/licenses/by/4.0
Learned Helplessness, Self-Concept Clarity and Fatigue as Predictors of Suicidality Among Adolescents and Adults in Oyo State, Nigeria
Suicide is widely recognised as a global phenomenon requiring evidence-based preventive measures. Quite a number of variables have been documented to predict the existence of this menace globally. While some are theoretical postulations others have been empirically proven. There is, however, paucity of information on the combined impact of variables on suicidality in the literature. Consequently, this study examined the combined and separate predictive impact of learned helplessness, self-concept clarity and fatigue on suicidality among adults and adolescents in Ibadan metropolis, Oyo State. A cross-sectional survey design was adopted, and data was collected from 2493 participants using a cluster sampling technique. Multiple regression analysis (Stepwise) was employed to test the two stated hypotheses. Results indicate that learned helplessness, self-concept clarity and fatigue jointly accounted for 99.6% of the variance in suicidality and separately predicted suicidality at different degrees in this order fatigue, self-concept clarity and learned helplessness. These findings have implications for SDG 8. Economic development programmes targeted at achieving SDG 8 should be designed in a way to curtail the predictive value of these variables among adolescents and adults for them to be alive and make productive economic impacts in their various countries.
Components of Intellectual Methodical Systems
This article analyzes the concept of intelligent methodological systems and their main components based on a systematic-theoretical approach. Intellectual methodological systems enhance efficiency by applying new knowledge to solve complex problems and by developing flexible decision-making methods. The research results show that the system's effectiveness is formed through the integral interconnection of all its elements.
School Administrators’ and Teachers’ Preparedness for Inclusive Education in the Elementary Schools of District II, Division of San Carlos City
Inclusive education refers to an educational method that make sure all learners, regardless of their disabilities, background or learning differences, learn together in the same learning spaces where obstructions are detached and individualized supports are given. This study intended to determine the relationships between school administrators’ preparedness and teachers’ preparedness for inclusive education. The descriptive-correlational method was used. A total of one hundred seven (107) respondents answered the survey questionnaire regarding school administrators’ preparedness and teachers’ preparedness in inclusive education. Results revealed that school administrators’ and teachers’ preparedness demonstrated a very high level of preparedness in all domains. Statistical analysis showed very high and significant correlation between administrators’ preparedness and teachers’ preparedness, indicating that strong administrative support substantially enhances teachers’ capacity to implement inclusive practices. While the district has effectively established many inclusive practices, enhancements are still needed in infrastructure accessibility and the availability of assistive devices. Strengthening leadership skills and resource allocation is possible to further uplift teachers’ performance in addressing the needs of learners with disabilities. Overall, results indicate that District II schools are well prepared for inclusive education but must continue in developing resources and facility accessibility to ensure equitable, approachable and fully inclusive learning environments. The output of this study is the Professional Development Training Program for all school administrators and teachers.
School Management Support and Instructional Supervision: Associations with Teacher Motivation
This study examined the relationship between school management support, instructional supervision, and teacher motivation in selected public secondary schools in the Division of San Carlos City. Using a descriptive–correlational design, data were collected from 209 full-time teachers using a researcher-developed questionnaire. The study focused on school management support (administrative support, professional development, and teacher welfare and recognition), instructional supervision (observation and feedback, guidance, and motivation), and teacher motivation (intrinsic, extrinsic, and personal commitment and growth). Results showed high levels of perceived school management support and instructional supervision, as well as a very high level of teacher motivation. Significant positive relationships were found between school management support and teacher motivation, as well as between instructional supervision and teacher motivation. However, when analyzed jointly, school management support and instructional supervision did not significantly predict teacher motivation, indicating the influence of other motivational factors. Based on the findings, a Teacher Motivation Enhancement Toolkit was developed to support school administrators and instructional leaders in strengthening leadership practices, fostering professional growth, and enhancing instructional quality. The study highlights the role of supportive leadership and developmental supervision in sustaining motivated teachers in public secondary schools.
public secondary schools in the Division of San Carlos City
descriptive correlational research survey method
School Leadership Support for Technology and Livelihood Education Teachers’ Instructional Challenges
This study examined the extent of school leadership support provided to Technology and Livelihood Education (TLE) teachers and the instructional challenges they encountered in selected public secondary schools within the San Carlos City Division during the 2025–2026 school year. Utilizing a descriptive-correlational-comparative research design with 45 TLE teacher respondents, the research explored demographic profiles, perceived leadership support across four domains (provision of resources, professional development opportunities, classroom monitoring, and performance feedback), and instructional challenges related to material availability, facility adequacy, learner engagement, and curriculum implementation. Findings revealed that while teachers rated leadership support in classroom monitoring and performance feedback as very high, significant challenges persisted in resource provision, facility maintenance, and insufficient instructional time for curriculum delivery. Notably, learner engagement was identified as a strength and not a challenge. Statistical analyses indicated no significant differences in perceptions based on age, sex, or teaching experience, but a strong positive correlation was observed between leadership support and instructional challenges, suggesting a responsive leadership approach to existing difficulties. Based on these results, the study concludes that TLE instruction is bolstered by strong supervisory and developmental leadership but constrained by systemic resource and logistical gaps. Consequently, a comprehensive School Leadership Support Action Plan is proposed to strengthen resource management, differentiate professional development, optimize curriculum implementation time, and formalize supportive supervision systems to enhance the quality of competency-based TLE education.
Technology and Livelihood Education (TLE)
Impact of Pastoral Counselling on the Psychological Adjustment of Patients in Rehabilitation Centres in Port Harcourt City
This research work examines the effect of pastoral counselling on psychological adjustment of patients in rehabilitation centres in Port Harcourt City. It focused on the impact of pastoral counselling on emotional adjustment as well as coping and self-esteem. A descriptive survey design was employed and a population included patients from, five rehabilitation centres purposefully selected. We used stratified random sampling to extract a sample comprising 150 patients proportionately. Data were collected via a structured questionnaire validated via a pilot study (reliability coefficient = 0.82). Data were analysed using descriptive statistics (mean and standard deviation). The results found pastoral counselling was associated with a significant greater emotional, adjustment for patients and higher coping and improved self-esteem (over one, two and three months) [56]. Finally, results revealed mean scores of 3.26, 3.32, and 3.33 for emotional adjustment, coping ability, and self-esteem, respectively (1 = disagree; 4 = agree), indicating the respondents' general agreement to the positive effects of pastoral counselling. These results are consistent with previous research highlighting the contribution of faith-based interventions for increased psychological resilience, emotional well-being, and adaptive coping. Pastoral counselling may therefore be an important adjunct therapy that meets the spiritual rights of patients and facilitates their holistic care in rehabilitation services. Incorporating organized religious counselling programs, increasing training for counsellors, and increasing teamwork between clinical and spiritual care providers in rehabilitation centres may aid in attaining better rehabilitation outcomes. More research is needed to test the effect of pastoral counselling on rehabilitation success and adaptation to post-treatment life in the long term.
Leveraging Pedagogical Innovation in Nigerian System of Education: An Application of Artificial Intelligence for Personal Learning and Research Writing
Pedagogical landscapes are quickly changing worldwide due to the use of digital technology in the delivery of educational instructions. Digital technology has enormous potential for change in our Nigerian educational system which continues to struggle with issues including overcrowding in classrooms, a lack of resources for instruction, and teacher shortage. This paper discourse analyzes how artificial intelligence (AI) could inspire educational innovation with an emphasis on research writing and tailored learning. This contextual literature-based study critically examines the multifaceted implications of Adaptive Learning Algorithms, Intelligent Tutoring System (ITS), Learning Analytics/Predictive Modeling, Natural Language Processing (NLP), Recommendation Systems, Automated Assessment/Personalized Feedback, and Behavioral/Cognitive Modeling tools that can be used to improve students' academic writing skills, customize instruction, and enable self-paced learning. These include improved access to quality instruction, personalized and student-centered learning, enhanced teacher effectiveness, and the bridging of urban-rural educational divides. However, the paper also identifies a number of contextual obstacles that hinder the successful integration of AI in Nigerian schools and universities and thus suggested that government and other parties involved in education should prioritize them, including collaborations, infrastructure investment, established AI laboratories, digital innovation centers, and smart classrooms.
Exploring Asymmetrical Relations and Diverse Processes of Enslavement in The Educational Sector (Private Schools) in Nigeria
This paper examines asymmetric forms of structural enslavement in the Nigerian system of privately run basic and secondary schools. It is on this basis that contemporary exploitation can be perceived as economic dependency, subordination and disposability rather than historical chattel slavery. Consequent upon the failure of the public school, there is a surge in the emergence of the privately owned schools, ranging from quality to high-end and low-end mushroom schools, which are mostly driven by profit thereby resulting to the commodification of education and exploitation of teachers. The study is anchored on a qualitative interpretivist approach guided by Marxist surplus value extraction, Weberian conflict theory, and Foucaultian disciplinary power through semi-structured interviews with 15 teachers in various private schools in urban/semi-urban southern Nigeria. Thematic analysis revealed four themes, including chronic wage precarity (salaries that are generally less than ₦70,000 minimum, delays, no contracts), denial of autonomy through authoritarian surveillance, devaluation of professional identity, and high retention uncertainty with a large turnover intention. Results point to systematic extracting of proprietor profits at the expense of precarious terms, demoralizing teachers, creating instability, and lowering the quality of education. There is urgent need to make changes to bring back equity and dignity of force through minimum wage, contracts, regulation and support of unions.
Level of Supervisory Practices in Relation to Teachers’ Stress Level and Workload Management
In this study, the authors focused on the connection between the grade of supervisory practice of the school heads and the level of stress and workload among the teachers in the chosen group of public schools in San Carlos City, District 1. In particular, it evaluated the level of instructional, administrative, professional support, and monitoring practices of school heads, assessed the level of stress of teachers in workload, time pressure, role conflict, and work-life balance, and established the strategies of teachers in professional task management. The research design was descriptive-correlationa, and a total of 75 teachers were used as participants with the help of validated survey instruments to gather quantitative data. Findings showed that school heads have high supervisory practices, and they continually monitor classroom teaching, offer constructive feedback, instruct on instructional strategies, promote the use of materials and ICT, acknowledge teacher performance, oversee day-to-day operations, maintain regulatory adherence, and serve professional development. Teachers indicated moderate and high stress levels especially over administrative workload, deadlines, work demands that conflict with supervisory demands, and failure to balance work and life. Nevertheless, despite these stressors, the teachers proved to be very successful in managing their workload by using prioritization of tasks, time management, assigning duties equitably, and use of coping strategies. The analysis was done using correlational analysis, revealed a moderate positive relationship between supervisory practices and teacher stress (r = 0.441, p = 0.458), indicating that even though there were times when there was a perceived increase in teacher stress because of supervision, there was no statistical significance. On the other hand, the positive relationship between supervisory practices and the teachers’ workload management was very high and significant (r = 0.953, p = 0.02), which means that high levels of guidance and support directly influence the effectiveness of teachers in managing work efficiently. The results suggest that although school leadership can improve the quality of teachers’ performance and how they manage their workload, caution should be exercised regarding supervision and teacher’s well-being of teachers. The research proposes systematic feedback, professional development, distribution of workload, time management training and wellness programs as the means of promoting teacher effectiveness, minimizing stress, and improving student learning outcomes.
Workload Management Instructional Leadership