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.
Cooperative Learning and Comprehension of Geography: Challenges Teachers Face in the North West and South West Regions of Cameroon
With the need to quail pressure from educational stakeholders to improve the performance of geography learners at certification examinations in Cameroon, teachers have delved into the use of cooperative learning which has been proven by research to be efficient in increasing performance and facilitating skills acquisition. This study investigated the challenges geography teachers face in using cooperative learning to facilitate the comprehension of geography in secondary schools in the Fako and Meme divisions of the South West region and Mezam division of the North West region. The descriptive survey was adopted for the study. A sample size of 138 geography teachers was used. Questionnaire and interview guide were the instruments for data collection with reliability of 0.897 coefficient Cronbach alpha. The data were analyzed quantitatively and qualitatively. Data were entered using EpiData version 3.1 and exported to SPSS version 25.0. Quantitative data were analyzed using descriptive and inferential statistical tools while qualitative data were analyzed using thematic analysis approach. Findings indicated that, 21.93% geography teachers used cooperative learning while 78.93% teachers used traditional teaching methods such as brain storming, lecture, discussion and fieldtrip. 63.22% of teachers faced challenges implementing cooperative learning in teaching geography. It is therefore highly recommended that training seminars and workshops be organized for in-service teachers and a training course be introduced in teacher training colleges on cooperative learning. Teachers should also read about cooperative learning and constantly practice the teaching method.
Copyright (c) 2025 Excellencia: International Multi-disciplinary Journal of Education (2994-9521)
The Pedagogical Heritage and the System of Spiritual Values of the Uzbek People
The following article is a wide-ranging and insightful treatment of the pedagogical heritage and national values of the Uzbek people. It examines how centuries of oral folklore, tradition, and traditional child-rearing practices have influenced the transmission of knowledge, morality, and social behavior across generations. It also focuses on the knowledge and faith heritage left behind by the greatest scholars, ideas that still flourish in modern education. Emphasis on the importance of the family where a child grows up learning to respect elders, to care for the young, to possess a sense of connectivity, honesty, patience, compassion and solidarity are the values central to this concept of growth. Such values not only keep their cultural identity but also play its part in the upbringing of responsible young men and women of today.
EVOLUTION OF UZBEKISTAN'S LABOR MARKET OVER THE PAST THREE YEARS: EMPLOYMENT DYNAMICS, IN-DEMAND PROFESSIONS, CHANGES IN REMUNERATION, AND THE IMPACT OF ECONOMIC REFORMS ON THE LABOR MARKET
The present research paper is focused on analyzing the shift in the labor market of Uzbekistan from 2022 to 2024 by looking at the aspects of employment, wage trends, and the impact of economic reforms on the workforce growth. Among numerous other factors, the digital transformation initiatives, like 300 priority projects which are a part of the “Digital Government” and “Digital Region” programs, have played an essential role in the restructuring of the sectors while simultaneously creating a huge demand for technologically competent professionals. The sector of sales and customer service registered the most significant activity, covering 11.4% of the overall vacancies and showing a 92% increase in job openings.
Formation of National Identity Understanding in Primary Grade Students on the Basis of National Culture and Traditions
In this study, we are going to consider the formation of national identity and self-awareness in primary school students by including national culture and traditions into education. It should be noted that from the theoretical point of view, the early school years are a period of fundamental importance, namely from 7 to 10 years of age, of the education of understating about one’s own roots and one’s own belonging to society. As for the knowledge gap, it is related to the superficial attitude to develop self-awareness based on national values in the modern, quite globalized educational space. To find a possible resolution to the problem, the theoretical knowledge and the practical results of work with primary school students were used based on the study of methods of teaching using folklore, customs, and traditional values of the spiritual and moral culture of the peoples. Pedagogical means are associated with the following: the inclusion of national tales, songs, proverbs in the process of learning the Russian language and fine arts; the organization of “National Clothing Week,” “Traditions Festival,” “Pancake Day,” and other cultural events. The results show that the culturally rich educational process helps children to develop a sense of national pride, social responsibility, and morality in pupils. It has been also found that teachers’ cooperation with the parents institutes supports strong rapprochement between students and national culture. It is important to note that from the educational point of view, the use of national culture in the program allows one to form an independent, thinking individual, nationally conscious, able to combine its foundation with modern.
Pragmalinguistic Features of Collocations in Literary Texts: A Comparative Study of English and Uzbek Languages
The present study investigates the pragmalinguistic features of collocations in English and Uzbek literary texts through a cross-linguistic perspective. Despite the growing body of research on collocations focusing on semantic and structural properties, the pragmatic side of the phenomenon – how collocations encode culture, emotion, and speech context – should be explored in more detail, especially from a contrastive perspective involving two typologically and culturally different languages, such as English and Uzbek. To achieve this goal, the study is conducted using a corpus-based methodology and qualitative pragmatic analysis involving the works of Virginia Woolf, Ernest Hemingway, Abdulla Qodiriy, and Oybek. Following Sinclair’s method, collocations were identified using Hoey and Leech’s approaches, focusing on their communicative and cultural functions. The results of the study indicate that English literary collocations show higher creative flexibility employing different stylistic devices, such as irony, defamiliarisation, or a higher degree of emotionality, through a change in the traditional meaning of words, while Uzbek literary collocations are characterised by their higher degree of formulaic stability and culture-specific references symbolising collective values, intertextual traditions, and metaphorical expressions rooted in the Persian-Arabic heritage. The findings indicate that differ on their pragmatic mechanisms, where the English language prioritizes linguistic innovation and the creation of a personal style in the context of individual writing, and the Uzbek language is based on the experience of a culturally stable set of speech associations inherent in the collectivity. Such notions stress that translation of collocations should not only be based on semantic considerations but also on the acquisition of a certain level of collocational culture as a part of achieving communicative and cultural competence.
Telling Women’s Lives: A Study of Nirmal Prabha Bordoloi’s Autobiography “Jeevan Jeevan Bor Onupom”
Autobiographical writings by women directly reflect crucial differences about women’s sense of ‘self’. They are representative of not only the protagonist’s self but also epitomizes the society of which she is the part. Autobiographical writings by women have concentrated on issues like ‘voicing a female subjectivity, textuality and sexuality’. The female autobiographical writers have tried to voice the ‘unsaid’ aspects of their life. Nirmal Prabha Bordoloi’s autobiography Jeevan Jeevan Bor Onupom (2016) is not merely a chronicle of events but a powerful philosophical statement and a testament to human resilience. The autobiography is a powerful first-person narrative that chronicles a journey from a state of enforced helplessness to one of self-determination.
Parents' Custodial View, Support and Involvement in Disability-Focused Learning within Diversified Academic Spaces
This study explored the perspectives, support, and involvement of Filipino parents in the special education of their children within integrated learning environments at Tagbilaran City College. Using a descriptive-correlational research design, data were collected through a structured questionnaire administered to 25 parents and 25 teachers. The research aimed to understand parents' attitudes toward inclusive education, their level of involvement in their child’s special education, and the support they provided. The findings showed that parents generally held positive perspectives on inclusive education, particularly regarding socialization and academic success. However, they expressed moderate satisfaction with the quality of special education services, highlighting concerns about resource availability. Parents were more engaged in home-based support, such as assisting with homework, but less involved in school-based activities like advocacy and decision-making. A positive correlation was found between parents' perspectives and their level of involvement and support for their children's education. The study emphasized the importance of fostering positive parental attitudes and improving communication between parents and teachers. By addressing concerns about the quality of services and creating more opportunities for parental involvement in school activities, the effectiveness of inclusive education could be enhanced, ultimately benefiting students with special educational needs.
Comparative Pragmatic Analysis of Humorous Speech Acts in English
This paper compares English and Uzbek humorous speech acts from the perspective of irony, exaggeration and indirectness. The investigation of the both languages is based on Grice’s Cooperative Principle, Speech Act Theory and General Theory of Verbal Humor. In English, humor is frequently wringing laughter out of sarcasm and irony which require ambiguity, while also often breaking the Maxim of Quantity. By contrast Uzbek humor is more typical to the Lignitzky, though relying on exaggerated situations or character peculiarities and laden with cultural reality. The study shows that humor works in its own way in cultures — where English humor is centered on liguistic ambiguity and indirection, Uzbek jokes are more based in situational or culturally-specific. The paper finishes off with an example of how latter communication is influenced through cultural differences, stressing the role of contextuality in understanding humor in both languages.
Qodirova Aziza Xayrilloyevna Xayrilloyevna
A Semantic Analysis of the Modality Cаtegory аnd Modаl Verbs in English Fairy Tales
In this pаper we cаrry out а semаntic аnаlysis of modаl verbs in the do mаin of English f?iry t?les. Modаl verbs, аs а cаtegory of modаlity, are essentiаl to express а chаrаcter's rеlоn the truthor likelihoodof proposilion (epistemicmodality) the hisor her reliilcethe course of аctionsond choiceellothers (deonticm odality). Based on а quаlitаtive аnаlysis of а curаted corpu s of clаssic English fаiry-tАles, this reseаrch investigаtes the occurrence + role of core modАl verbs (must, should, cАn, mАy, will). The results suggest а predominаnce of deontic modаlity, which is used to construct cleаr morаl binаries, enforсe sociаl norms аnd move the plоt viа commаnds, prohibitions and permissions. This type of structure is clаimed to be а fundаmentаl meсhаnism for the representаtion of the culturаl stеreotypеs аnd didactic function commonly сharacterizіng tҺe fаiry tɑle genre.
Silent Symbols: Gendered Adornments and Bodily Beliefs among Adi Women of Upper Siang District, Arunachal Pradesh
This paper explores the fading traditions of bodily adornment among Adi women of Upper Siang District, Arunachal Pradesh. It focuses on two distinctive practices: the Lekkeng, a finely braided cane anklet made from a different bamboo cane called Tagil (Dinochloa maclellandii). It was worn by the married women of the Pasi and Padam sub tribes of the Adis. And the other were the ritual tattoos once etched onto the faces and legs of the young girls in the northern village of the district, namely Gette and its adjoining areas. Though aesthetic in form, these adornments carried profound cultural and spiritual meanings, symbolising marital identity, social recognition and the metaphysical belief in the afterlife. Drawing upon ethnographic interviews, this study interprets these adornments as expressions of embodied folklore and non-verbal narratives inscribed upon women’s bodies. The Lekkeng functioned as a signifier of womanhood, community belonging and continuity of tradition, while tattooing represented an act of spiritual preparation, believed to grant women agency in the realm of death through symbolic barter. Through feminist folklore theory and anthropological insights into the body and material culture, the paper argues that such adornments reveal how gender, belief and ecology are interwoven in Adi cosmology. The discontinuation of these practices in the 1960s and 1970s marks not merely the erosion of tradition but the silencing of a symbolic language once spoken through women’s bodies.
Linguistic Features of Artistic Discourse: A Study of Aesthetic and Poetic Functions
The linguistic characteristics of creative discourse are examined in this essay, with an emphasis on the poetic and artistic purposes of language.In contrast to strictly pragmatic or informative communication, artistic discourse is focused on expressive beauty, artistry, and emotional impact.The poetry function emphasizes the form of language itself, stressing tone, rhythm, parallelism, and stylistic devices, whereas the aesthetic function seeks to create harmony, imagery, and evaluative nuance. The essay explores how the category of artistry appears in literary works, explains its primary linguistic characteristics, and lays forth the theoretical underpinnings of artistic discourse.The article highlights how crucial it is to combine literary aesthetics and linguistic study in order to fully comprehend the expressive potential of artistic language.
The Classification of Lexical Units Formed on the Basis of Whole–Part Relations (on the Example of Uzbek)
The lexical units in Uzbek that are driven by whole-part relations (partonymic units) are described and classified in this paper. Following an overview of the theoretical underpinnings of mereological relations and lexical semantics, it is suggested categorizing Uzbek lexical items that encode whole-part relations into four main lexical-semantic groups: metaphorical/derivative partonymy, member-collective relations, physical-part meronyms, and substance-whole relations. In addition to discussing diagnostic criteria for membership and providing brief implications for lexicography and lexical database development, the paper uses Uzbek examples to illustrate each group. A brief list of pertinent works of literature is given.
The Issue of Cultural Notes in the Conceptual Interpretation of Color Names in the English and Uzbek Languages
This study explores the role of cultural notes in the lexicographic description of color names, focusing on conceptual interpretations of black and white in English and Uzbek. Employing comparative analysis, it investigates how general and linguocultural dictionaries reflect culturally specific values through etymological explanations of idioms and color-related traditions. Examining theoretical principles of semasiology and lexicographic interpretation, the study highlights how color adjectives acquire distinct connotations across cultures. Examples from Uzbek and English illustrate symbolic associations of white (purity, blessing) and black (mourning, misfortune). The research underscores the significance of cultural notes in enriching dictionary entries and facilitating a deeper understanding of the language-culture-color relationship, positioning the dictionary as a valuable tool for cultural exploration.
The Unique Biographical and Psychological Aspects of the Creative Process in Fiction
This article explores the biographical and psychological dimensions of the creative process in literary works. By employing the biographical method, the study analyzes the relationship between an author’s personal life and their artistic production, focusing on lifestyle, life path, emotional states, character traits, and intellectual experiences. Special attention is given to the way in which psychological and biographical elements—such as diaries, letters, memoirs, manuscripts, and interviews—reveal the inner world of the writer and are subsequently reflected in their literary creations. The article demonstrates that the author’s individuality, emotions, and life circumstances are often embodied in literary characters and artistic structures. It also emphasizes the role of psychobiography in uncovering the psychological roots of creativity, linking personal experiences with thematic and stylistic choices. The findings highlight that while the biographical method has sometimes been criticized for subjectivity, it remains a valuable approach for understanding the moral, emotional, and spiritual functions of literature. Ultimately, the research shows that the biographical and psychological aspects of the creative process contribute not only to interpreting the author’s worldview but also to appreciating the universal human dimensions of literary art.
School Heads’ Leadership and Teachers’ Performance: Groundwork for Instructional Effectiveness
This study assessed the leadership styles of the school heads and teachers’ performance at Basak Elementary School for the School Year 2025–2026, utilizing a descriptive–correlational method and a modified questionnaire for data collection. The participants included two school heads with varying demographic and professional profiles—both female and married, aged between 41–60 years. One held a doctorate and had over 21 years of experience with international training exposure, while the other had completed doctoral units, served 11–20 years, and had attended national-level seminars. The teachers, all female, married, and aged 41–50, were full-fledged master’s degree holders with 11–20 years of teaching experience. They had attended division-level training and were rated as outstanding in their performance. Among the leadership styles assessed, the commanding style was the most consistently practiced at the highest level, followed by coaching, affiliative, democratic, pacesetting, and visionary styles, all of which were also frequently employed. This suggests that school heads demonstrated leadership flexibility and adaptability. Teacher performance was notably strong across key areas, particularly in coherent instruction, student assessment, and professionalism, where teachers exceeded expectations. Their performance in content knowledge, pedagogy, and understanding learner diversity was also commendable. Overall, teacher performance was rated as “exceeding expectations.” A weak but statistically significant positive correlation (r = 0.395, p = 0.000) was found between school heads’ leadership styles and teacher performance, indicating that improvements in leadership style are associated with slight increases in teacher performance. However, several issues emerged related to school leadership: lack of disciplinary support, micromanagement, toxic leadership, unclear performance evaluations, limited professional development support, administrative overload, exclusion from decision-making, ineffective communication, lack of feedback, and absence of a clear instructional vision. These concerns were linked to teacher stress, burnout, low morale, disengagement, and reduced collaboration. Despite the overall positive performance results, these issues suggest areas for leadership improvement to better support teacher growth and instructional quality. The findings emphasize the importance of effective, supportive, and inclusive leadership in promoting a high-performing and collaborative educational environment. The researcher hereby recommended that the leadership-driven teaching performance plan be conducted.
Leadership-Driven Teaching Performance Plan
Evaluating CRLA and its Instructional Impact in Grade 3 Learners Fluency and Reading Comprehension
This study aimed to assess the effectiveness of the Comprehensive Rapid Literacy Assessment (CRLA) in improving the reading fluency and comprehension of Grade 3 students at Basak Elementary School, Schools Division of Mandaue City, for the academic year 2025–2026. The study aimed to analyze the demographic characteristics of educators and students, evaluate the extent of CRLA implementation, assess students' reading performance regarding CRLA outcomes, investigate the correlation between implementation and performance, and identify the challenges faced by teachers. The research utilized a descriptive-correlational design, encompassing 12 Grade 3 educators and 50 students. The data collection instruments comprised survey questionnaires and analyses of CRLA results. The findings indicated that most teachers (50%) were seasoned professionals, aged 46 and older, female, with more than 15 years of service, holding bachelor's degrees, and having completed master's coursework. Nonetheless, 91.67% had participated in fewer than 20 hours of CRLA-related training. The learners were predominantly aged 9 to 10, with a slight female majority. The implementation of CRLA received an "Always" rating in all dimensions, with an average weighted mean of 3.81. Learner performance was evaluated as "Very Satisfactory" (WM = 3.22), with oral reading fluency receiving the highest score. A statistically significant correlation (p = 0.065 < 0.05) was identified between CRLA implementation and reading performance. Nonetheless, significant challenges encompassed insufficient training, time limitations, minimal parental support, and inadequate resources. The study advocates for early-grade reading intervention activities to maximize CRLA as a resource for advancing early literacy and enhancing instruction.
Linking School Heads’ Transformational Leadership to Teachers’ Job Performance: Shared Instruction Goal Achievement
This study assessed the status of transformational leadership in relation to teachers’ job performance at Basak Elementary School, North District, Mandaue City Division during School Year 2025–2026. It aimed to determine how school heads' leadership styles influenced teacher effectiveness and to provide a basis for developing a Transformational Instructional Leadership Plan. The study found that both school heads were female, aged 51 to 60, and held master’s degrees, reflecting strong academic preparation for leadership roles. All four dimensions of transformational leadership—Inspirational Motivation, Idealized Influence, Intellectual Stimulation, and Individualized Consideration—were perceived by respondents to be practiced to a greater extent. School heads consistently inspired teachers to achieve shared goals, modeled high ethical standards, encouraged innovation and critical thinking, and provided individualized support for teachers’ growth. These findings indicated that school heads effectively embodied the essential traits of transformational leaders. In terms of teacher performance, respondents perceived that job performance was also carried out to a greater extent across key indicators. Lesson planning was consistently structured and aligned with learning objectives, classroom management was effective and supportive of a positive learning environment, and monitoring and evaluation practices were systematically applied to assess student progress and adjust instruction accordingly. The study established a significant relationship between transformational leadership and teacher job performance, suggesting that leadership behavior positively impacted teaching effectiveness. The study recommended the implementation of a Transformational Leadership and Job Performance Integration Plan to enhance leadership practices, improve instructional delivery, and foster continuous school improvement.
Indigenous Ecological Knowledge and the Specter of Exploitation: A Reading of Easterine Kire’s When the River Sleeps
Easterine Kire’s novel, When the River Sleeps, transcends a simple hero’s quest narrative to present a profound ecological parable. This paper argues that Kire constructs a stark dichotomy between Indigenous Ecological Knowledge (IEK), embodied by the protagonist Vilie’s spiritual and respectful relationship with the natural world, and the forces of modern exploitation, represented by the quarry and its miners, which operate on a logic of extraction and domination. Through a close reading of the text, this article examines how Vilie’s animistic worldview, where the river, forest, and stones are sentient beings, stands in direct opposition to the miners’ instrumentalist view of nature as a mere resource. The analysis explores key themes including the agency of the non-human, the concept of the river’s “sleep” as a state of vulnerable ecological balance, and the consequences of violating sacred natural spaces. Ultimately, the novel suggests that IEK offers not just a sustainable alternative but a necessary epistemological framework for coexistence, positioning Vilie’s quest as a critical intervention against the tide of ecological destruction driven by capitalist modernity.
Copyright (c) 2024 Excellencia: International Multi-disciplinary Journal of Education (2994-9521)
Standardizing the Implementation of School-Based Inset: a Positive Leverage to Responsive and Sustainable Framework
This study examined how school-based In-Service Training (INSET) contributes to enhancing teacher competence and instructional quality in selected public elementary schools in the North District Division of Mandaue City for the 2024–2025 school year. The study aimed to assess the level of implementation of learnings from INSET in classroom instruction, the perceived effectiveness of INSET in terms of training content, delivery mode, and scheduling, as well as the challenges encountered by both teachers and school leaders in planning, implementing, and evaluating INSET programs. The respondents included school heads and teachers, whose demographic profiles were analyzed in terms of age, gender, educational attainment, years of experience, and participation in training. Results showed that both groups had substantial involvement in INSET, with many teachers having attended 16 or more training sessions. The level of implementation of INSET learnings was rated as "Always" across both instructional practices and learner-centered approaches. The relevance of training content was identified as the highest-rated aspect of INSET effectiveness, while online delivery received the lowest—but still favorable—ratings. A chi-square test revealed a statistically significant association between the frequency and quality of INSET and observed improvements in teaching strategies and learner outcomes. Significant challenges identified included inadequate ICT tools, poor scheduling, and limited teacher involvement in the planning process. Based on the findings, the study developed a School-Based INSET Framework designed to address context-specific needs, enhance training effectiveness, and promote sustainable professional development. The framework emphasizes collaborative planning, differentiated delivery modes, continuous monitoring, and post-training support. This study highlights the critical role of well-structured INSET programs in achieving instructional excellence and learner success.
Principals’ Leadership Function: Most Important Function to Make School Run Effectively. A Qualitative Case Study Research of Government Bilingual High School Mokolo and Government Bilingual High School Mokala, Far North Region of Cameroon
In all countries of the world the principal is the executive head of a secondary/high school with varying functions enshrined in four main headings: pedagogy, administrative, financial and social functions. The purpose of this research is to investigate to know which of these function is at the top of a scale of preference, if we go by economics palance. The findings will arm school principals with a veritable arm to be able to make our learning places an asset. To get this information, qualitative research method was used. participants were asked the following question ‘’ Dear colleague, could you tell this researcher the most important function needed by a principal to make a school run effectively? The participants of this study include 20 teachers from each of the case study school. The two principals, two vice principals and two discipline masters per school were also participants. This gave a total of 50 participants. The results showed that the most important function is linked with the administrative function. However, it was revealed that, the functions are all important to be pursued by principals. It was recommended that principals pay special attention to administrative duties in all their efforts to make a school run well. It was also recommended that in-service training and private research and studies should take administrative duties at the top of the scale.
Theoretical Analysis and Components of the Concept of Literary Literacy
Literary literacy has become one of the most widely discussed interdisciplinary categories in contemporary educational research, serving as a foundation for intellectual, moral, and cultural development. Traditionally understood as reading and comprehension, literary literacy is now viewed as a complex activity involving meaning-making, aesthetic perception, critical reflection, and social engagement. Scholars such as Dewey, Rosenblatt, Vygotsky, and Freire, along with Uzbek researchers including Tokhliev, Tillabaeva, and Rakhmonov, have contributed valuable perspectives, but these often remain limited to single disciplinary frames. Knowledge Gap: Despite the growing importance of literary literacy, there is insufficient integration of pedagogical, psycholinguistic, cognitive, and neuro-pedagogical approaches into a unified framework that identifies its structural components. Aims: This study aims to conduct a theoretical analysis of literary literacy, clarify its essential features, and define its multidimensional structure as an educational competence. Results: The research demonstrates that literary literacy encompasses interrelated components such as linguistic and speech ability, literary analysis, aesthetic perception, personal interpretation, and critical thinking. These components function in harmony, enabling learners to comprehend texts, analyze artistic and ideological content, create personal meaning, and develop empathy and social responsibility. Novelty: The study proposes an integrated model that interprets literary literacy as both a cognitive and moral activity shaped by intellectual development, emotional perception, and cultural heritage. Implications: By systematizing literary literacy as a universal competence, the research establishes a theoretical foundation for pedagogical practice, highlighting its role in fostering independent thought, critical awareness, creativity, and the moral maturity necessary for socially responsible citizenship.
Challenges and Methodological Approaches to Vocabulary Acquisition in English as a Second Language
Vocabulary acquisition is universally recognized as a cornerstone of language learning, since without words no meaningful communication can occur. For English as a Foreign Language (EFL) learners, particularly in contexts such as Uzbekistan where exposure outside the classroom is limited, vocabulary development is often hindered by reliance on rote memorization and translation practices, resulting in poor retention and restricted active use. While extensive studies address grammar and communicative competence, there remains limited focused analysis on the specific challenges of vocabulary learning and the comparative effectiveness of different methodological strategies in EFL environments. This study seeks to identify the main obstacles learners face in acquiring English vocabulary and to evaluate the pedagogical methods that can effectively enhance vocabulary retention and usage. The findings confirm that learners struggle with pronunciation, spelling, memorization, and contextual application of words, often due to the influence of their native language and insufficient immersion. The study highlights effective approaches such as contextual learning, vocabulary notebooks, dictation, spaced repetition, pair and group work, and the use of multimedia tools, each with distinct strengths and limitations depending on learner styles and motivation. By combining classical techniques with modern innovations like digital platforms and multimedia applications, the research underscores the value of an integrated and adaptive methodology tailored to diverse learning preferences. For EFL learners in Uzbekistan, adopting a balanced mix of these methods is essential for fostering active vocabulary use, improving confidence and retention, and ensuring that vocabulary learning becomes a systematic, engaging, and sustainable process.
Community Policing as a Strategy for Combating Armed Banditry in Northwestern Nigeria
This study explores the role of community policing in controlling armed banditry in Northwestern Nigeria, a region plagued by persistent insecurity, violent crimes, and socio-economic disruptions. The research adopts the Collective Security Theory as its theoretical framework to explain the significance of collaborative security mechanisms in addressing localized threats such as banditry. Community policing is conceptualized as a proactive strategy that fosters partnership between law enforcement agencies and community members, emphasizing intelligence gathering, trust building, and joint problem-solving approaches to enhance public safety. The paper highlights the historical evolution of community policing and examines the dynamics of armed banditry within the Nigerian context, particularly its relationship with cattle rustling, rural insecurity, and the proliferation of small arms. It argues that community policing offers a viable response to banditry by leveraging grassroots engagement, local intelligence, and cultural familiarity to prevent and mitigate criminal activities. However, several challenges undermine its effectiveness, including the public’s mistrust of the Nigeria Police Force, allegations of corruption, poor operational capacity, and inadequate funding. Additional constraints include limited training, logistical deficiencies, and competing priorities within security agencies. Policy recommendations for strengthening the effectiveness of community policing, include institutional reforms to restore public confidence, enhanced resource allocation, specialized training for officers, and active involvement of traditional and religious leaders in security governance. Emphasis is also made to address underlying socio-economic drivers of banditry, such as poverty, unemployment, and social exclusion, through targeted development initiatives.
A Study on Effectiveness of Environmental Awareness of Secondary Students
This paper is based on the result of effectiveness of environmental awareness in secondary students. It was a two-staged process namely Phase-I and Phase-II. In Phase-I, the researcher taught Geography to both the groups obtained in a conventional way and evaluated their initial environmental awareness in the form of an achievement test, or the Pre-Test. In Phase-II, the researcher maintained the conventional method with the Control group and applied the teaching Geographical phenomenon based on environmental education with the Experimental group. The post achievement test was the terminal level of Environmental Awareness. The researcher used an experimental method; a sample of 649 government aided secondary school students in Purba Medinipur District in West Bengal was taken. Ten schools were used to gather the data. A self-administered survey was developed whose sixteen items were based on the areas of application. This questionnaire tried to generate awareness of the environment based on two of the chapters in the Geography class IX curriculum. The data was analysed through the use of a t-test by the researcher. The analysis showed no significant difference between the Pre-Test of environmental awareness of the Control and the Experimental groups. As well, the difference in the Pre-Test and Post-Test of the Control group was not significant in Environmental awareness. Nevertheless, the Experimental group also exhibited a great enhancement in terms of environmental awareness between the Pre-Test to Past Test after listening to Geography.
Teaching-Learning with Highlight of Environmental Education-Related Plug Point
Teachers’ Attitude and Burnout of Teachers Handling Inclusive Classes
The research conducted at Babag National High School – Senior High School examined attitudes and burnout among general education teachers handling inclusive classes. The study used a descriptive-correlational research design with 37 randomly sampled respondents. It assessed teachers' attitudes towards inclusive classes using an adapted questionnaire and measured burnout levels using a modified questionnaire focusing on emotional exhaustion, depersonalization, and personal achievement. Key findings indicated that most teachers were female, aged 24-33, with many possessing master's units and having 1-5 years of experience. Teachers generally held positive attitudes towards inclusivity but also experienced moderate emotional exhaustion, low depersonalization, and high personal achievement burnout levels. Statistical analysis showed no significant relationship between attitudes and emotional exhaustion or depersonalization but revealed a significant relationship with personal achievement burnout. The study suggests further research in varied contexts to validate these findings. Recommendations include initiatives to support teachers in valuing diversity through funding, policy enhancements, professional development, administrative backing, and inclusive education tools to alleviate burnout. These efforts aim to empower future educators and enhance their capacity to effectively manage inclusive classrooms.
Babag National High School-Senior High School
Executive Methods of Teaching Natural Science Executive Methods of Teaching Natural Science
This article explores the application of visual teaching methods in natural science education, emphasizing their significant role in enhancing student engagement and comprehension. The study focuses on various demonstration methods, such as laboratory work, excursions, multimedia presentations, and interactive experiments, which are essential tools for making complex scientific concepts more accessible. The use of these methods provides students with the opportunity to observe, interact with, and apply theoretical knowledge in practical scenarios. The article examines how these techniques not only aid in the reinforcement of concepts but also foster creativity, critical thinking, and problem-solving skills. Laboratory work allows students to experiment with natural processes, while excursions enable them to observe real-world phenomena and deepen their understanding of the natural environment. Multimedia presentations integrate video, animation, and graphics, making abstract concepts tangible. Interactive experiments encourage active participation, enhancing students’ analytical skills. The study investigates the impact of these visual methods on students’ ability to connect theory with practice, thus improving their overall learning experience. The findings suggest that visual methods significantly contribute to better retention and application of knowledge, promoting a more dynamic and interactive classroom environment. Furthermore, the use of these techniques helps to cater to diverse learning styles, ensuring that students with varying preferences and strengths can actively engage with the material. Ultimately, this article highlights the importance of incorporating visual methods into natural science education to enhance student learning outcomes.
Physical Stigma and its Relationship to Psychological Immunity among People with Disabilities
The current research aims to: Identify physical stigma among people with physical disabilities. Identify the significance of differences in physical stigma according to gender (males - females). Identify psychological immunity among people with physical disabilities. Identify the significance of differences in psychological resilience according to the gender variable (males - females). Identify the nature of the relationship between physical stigma and psychological resilience. The current research sample was limited to (157) male and female students with physical disabilities. The researchers prepared a tool to measure physical stigma, with (28) items in its final form, and another tool to measure psychological resilience, with (30) items. Psychometric characteristics of validity and reliability were extracted for these tools. After applying the tools, the results showed the following: The results showed that individuals with physical disabilities suffer from a high level of physical stigma compared to the expected level. The results indicated no significant difference in physical stigma according to gender, as the average for males was close to the average for females. The results showed that the level of psychological resilience among individuals with physical disabilities falls within the expected level, with no significant differences. The results showed a statistically significant difference in favor of males. This indicates that males enjoy higher levels of psychological resilience than females. The results showed a strong and statistically significant correlation between physical stigma and psychological resilience. This indicates that high levels of physical stigma are clearly associated with the level of psychological resilience among individuals with physical disabilities.
The Importance of Academic Freedom in Uzbekistan's Higher Education System and its Impact on Educational Quality
This article examines the concept, legal framework, and practical outcomes of academic freedom in Uzbekistan’s higher education system. Academic freedom and university autonomy are considered to be foundational pillars for enhancing educational quality. The article highlights the positive effects of institutional independence in developing curricula and conducting research. Uzbekistan’s experience is compared with international models, particularly those of the United States, Europe, and Canada. The study analyzes how governance, financial, and academic autonomy influence the quality of education in foreign higher education institutions. It is argued that academic freedom allows universities to fully realize and express their intellectual potential.
From Classroom to Community: Pedagogical Reflections on Camp-Based Social Work Training in Western Odisha, India
Fieldwork in social work is one of the foundational components of social work education which creates opportunities for students to apply theoretical knowledge in practice and engage with real-world social issues. This paper examines the pedagogical and practical significance of camp-based field training through the lens of a 15-day fieldwork camp conducted in 2023 in a remote village of Western Odisha, India, organized by the Department of Social Work, Sambalpur University. Drawing on over a decade of experience as a social work educator and fieldwork supervisor, the author presents a reflective analysis of student-led community interventions carried out during the camp. Prior to the field engagement, a pilot study was conducted to gain firsthand understanding of the community. Secondary data were also collected from the panchayat office, government websites, and census reports to construct a detailed socio-economic profile of the village. During the camp, students were divided into four groups to address key community issues: Self-Help Groups (SHGs), education-related challenges among school-going children, concerns of the elderly population, and livelihood enhancement for the local Kumbhar (potter) community. Using tools such as observation, interview schedules, and focus group discussions, students conducted need assessments and designed appropriate interventions under the direct supervision of the author. The paper underscores the value of immersive, experiential learning in shaping competent, ethically grounded social work professionals. The findings affirm that camp-based fieldwork not only deepens students’ understanding of complex rural realities but also equips them with practical skills necessary for both micro and macro-level social work practice.
Amplifying Arunachal Pradesh’s Folklore through Socialmedia: A Digital Revival
Arunachal Pradesh is home to 26 major tribes with numerous sub tribes as well. Each tribe has a glorious heritage of rich folklore in the form of enchanting folksongs, folktales, legends, myths, arts and crafts. Traditionally, this form of knowledge has been passed down to the next generation orally as for most of the tribes there is an absence of script. With the passing of time and with the progress in technology slowly Radio and Television made its way to the households of Arunachal Pradesh where occasionally some of these folklores were showcased or aired through these modes of communication. But not every household could afford these small luxuries of the time and also with the setting up of the formal institutions of knowledge the orally rich traditions faced a setback as the younger generation focused more on formal schooling. As a result, the younger generation now is often unaware of the rich traditions practiced by their ancestors. They struggle to understand and decode the meanings of the folklores, lagging behind in appreciating their cultural heritage in the present times. Here social media steps in as crucial tool for preserving and educating the younger generation in understanding and appreciating their aged old oral traditions. Hence, the paper will attempt to showcase how social media plays a crucial role to revitalize and preserve the cultural heritage, ensuring that the wisdom and values of the past are passed down to future generations in an accessible and engaging way. Also suggesting a way forward on how further efforts can be enhanced to preserve these rich oral traditions.