Science Education

This study explored the lived experiences of Filipino nurses exposed to palliative care within a healthcare context where structured services remain limited. Guided by Interpretative Phenomenological Analysis, in-depth interviews were conducted with seven nurses to examine the emotional, psychological, and existential dimensions of end-of-life caregiving. Analysis generated six superordinate themes: holding space between connection and self-preservation, navigating moral crossroads in end-of-life care, enduring the weight of an unforgiving system, breaking points and the quiet erosion of the self, quiet acts of survival and meaning-making, and searching for sanctuary in the workplace. These themes reveal how emotional labor, moral distress, systemic inadequacies, coping, and meaning-making shape palliative nursing. Filipino cultural values such as pakikiramay (empathy), hiya (sense of propriety), and utang na loob (debt of gratitude) also influenced emotional expression and responses to suffering. The findings underscore the need for structured psychological support, debriefing protocols, and resilience-building interventions responsive to the Filipino context, while deepening understanding of the emotional cost of end-of-life care.

The purpose of this research is to develop a reliable and valid instrument in order to determine the elementary school students' levels about reflective thinking. A total of 320 students of 6 th , 7 th and 8 th grades from 6 different primary schools participated in the study. It was identified that the instrument was composed of totally 17 items with one factor and the whole instrument has a reliability coefficient of Cronbach α=0.86. At the same time, this instrument is also the first original instrument developed for determining the elementary school students' levels of reflective thinking in Turkey.

This study aimed to examine how nurses in post-acute rehabilitation facilities integrated psychological interventions into the routine physical care nurses provide to their patients. A descriptive, phenomenological design was used to explore the experiences of eight Filipino and Filipino American nurses from three facilities. The instrument utilized for data collection involved a semi-structured interview guide that included open-ended questions designed to elicit responses regarding the conditions of the participants' patients, their mental health challenges, and the therapeutic strategies used to facilitate their care. Thematic analysis identified five themes describing the intersection of nursing care and psychological support: therapeutic communication as a foundation to care, prioritizing non-pharmacological interventions, behavioral and mood tracking as diagnostic tools, interdisciplinary collaboration, and adapting routines and maintaining interdependence of physical and psychological well-being. These findings indicated that nurses routinely incorporate psychological support in their routines through rapport-building communication with their patients, ongoing assessment of their physical and emotional states, and team-based care between nurses and other facility staff. However, limited formal training and inconsistent institutional support constrained the sustainability of these practices. Overall, the findings of the study highlight the need for targeted psychological skills training and stronger organizational support to enhance holistic and integrative care. These results also factored into the development of the Mindful Nursing Support Program, a training initiative designed to equip nurses with mental health assessment and intervention strategies for diverse patient populations.

The Context-Based Science Education (CBSE) approach promotes the inclusion of scientific concepts in everyday situations. In this work, we present a non-traditional context-based teaching experience on the subject of chemical senses that seeks, through a unique didactic instrument, to generate cognitive conflicts in order to promote conceptual change from “common sense” to science-based ideas. This experience encourages the active role of the students and involves simple experiences with everyday materials. It was carried out with 95 students from 12 to 15 years old. The contents developed during the experience were focused on taste and smell and the concepts of perception and sensation. The activities were designed to promote students’ self-awareness on their previous knowledge in order to achieve a sustainable learning by constructing appropriate scientific concepts. Assessment of students’ motivation for learning and their conceptual change – from common sense ideas to science ba...

Early childhood education institutions are increasingly required to
strengthen educational quality while maintaining institutional
competitiveness in dynamic educational environments. This study
aims to analyze the strategic planning practices of the principal of TK
Asasi Tanjungbalai in improving educational quality and institutional
competitiveness. The research employed a qualitative descriptive
case study design, involving in-depth interviews, participatory
observation, and documentation analysis. Data were analyzed using
the interactive model of data reduction, data display, and conclusion
verification to ensure credibility through triangulation. The findings
reveal three major themes. First, the principal implemented a vision
driven strategic alignment model that integrated long-term goals
with curriculum development, teacher professional growth, and
resource allocation. Second, participatory strategic governance was
established through collaborative planning forums involving
teachers, staff, and parents, strengthening collective ownership and
accountability. Third, institutional branding strategies were
systematically developed through program innovation, community
partnerships, and digital promotion, enhancing public trust and
enrollment growth. These findings contribute to the literature on
strategic leadership in early childhood education by providing an
integrated model linking planning, participation, and branding. It is
recommended that early childhood institutions institutionalize
participatory strategic planning frameworks to ensure sustainable
quality improvement.

Ongoing and planned smallsat programs within NASA, the DoD, and academia have indicated a need to be able to routinely and efficiently operate multiple small spacecraft in support of science and technology missions. However, as the number of these missions is expected to grow rapidly, the associated costs to develop and operate unique ground control stations, tools, and networks may become prohibitive to the sponsoring organizations or universities. In order to inform and raise the awareness of the smallsat space operations community, the University of Hawai'i, NASA Ames Research Center, San Jose State University (SJSU) and American Institure of Aeronautics and Astronautics (AIAA) held a workshop entitled Plug 'n' Play Mission Operations (PPMO) which held May 16-17, 2011 at the SJSU campus in San Jose, California. The purpose of the workshop was to foster collaboration and leveraging of existing and developing capabilities that may be collectively utilized by the smallsat community for space operations. Although the emphasis of the workshop was on small satellites, many of the techniques discussed would be applicable to large spacecraft mission operations as well. The workshop explored the adoption of standards and existing capabilities as well as the creation of new technologies that will enable space mission developers to plan, design, and operate their spacecraft using a common architecture in order to reduce cost and overall mission risk. The PPMO workshop investigated the various needs of the smallsat communities (military, civil and educational space) and also touched on existing systems and capabilities (such as GSFC's GMSEC, JPL's AMMOS, and NRL's CGA used in the MC3 program) and those under development (such as HSFL's COSMOS and ESA's GENSO). The workshop also held facilitated discussions organized into categories along the lines of Approaches (programmatic and related issues), Implementation (technical solutions and architectures), and Applications (concept of operations, mission types and users). This paper presents the results of this workshop and the path forward. TABLE OF CONTENTS 1. INTRODUCTION .

Multilingual learners (MLs) in U.S. schools continue to face systemic inequities shaped by monoglossic instructional ideologies and a deficit orientation towards their linguistic and cultural resources. Translanguaging pedagogy has emerged as a promising response, but it remains underexplored in STEM contexts. This study presents a systematic meta-synthesis of 20 U.S.-based empirical studies examining how translanguaging has been conceptualized and enacted in K-12 STEM classrooms with MLs, using an interpretive approach. The review identified four overarching themes. First, research and practice gaps reveal contextual, conceptual, and disciplinary limitations, particularly a lack of translanguaging work in math, early elementary settings, and English-dominant classrooms. Second, translanguaging was conceptualized as a syncretic and disciplinary practice, challenging rigid boundaries between languages, discourses, and modes while positioning MLs' full repertoires as generative of disciplinary knowledge. Third, students and teachers were positioned as local agents of knowledge and practice. MLs were framed as designers of disciplinary meaning while teachers acted as collaborators and local policymakers. Fourth, the review identified persisting challenges, including language separation ideologies, narrow interpretations of translanguaging, and policy constraints. This synthesis contributes an interdisciplinary, equity-oriented framework bringing second language acquisition and STEM education, centering MLs as legitimate epistemic participants in STEM.

O texto discute o potencial pedagógico da zoonímia popular — os nomes vernaculares atribuídos aos animais — como recurso para aproximar conhecimentos tradicionais e científicos no ensino de Ciências. Fundamentado em referenciais da Etnozoologia, da Zoologia Cultural e da educação científica, o estudo adota abordagem teórico-exploratória baseada em revisão bibliográfica narrativa. Argumenta-se que os nomes populares expressam sistemas classificatórios culturalmente construídos, resultantes da observação do ambiente e da experiência coletiva, possuindo coerência interna própria. Exemplos brasileiros, como “muriçoca”, “cobra-cega”, “raposa” e “sapo-boi”, são analisados para demonstrar como categorias populares podem servir de ponto de partida para o ensino de conceitos científicos relacionados à biodiversidade, evolução, sistemática, filogenia, ecologia e conservação. O texto propõe uma sequência didática baseada na elicitação dos conhecimentos prévios dos estudantes, na comparação entre classificações populares e científicas e na problematização das diferenças e complementaridades entre esses sistemas. Defende-se que a incorporação crítica da zoonímia favorece uma educação mais contextualizada, inclusiva e alinhada aos princípios freireanos de valorização dos saberes dos educandos. Por fim, são discutidos desafios relacionados à formação docente, à diversidade regional dos nomes populares e à necessidade de pesquisas empíricas que avaliem a efetividade dessas abordagens em diferentes contextos escolares.

More often than not, faculty have limited opportunities to interact with colleagues that teach similar classes at nearby institutions. Particularly in regions with many institutions and institution types within a close geographic area, these interactions can be important to support student transfer between institutions. Increasingly, our students do not go to just one institution for the UG degrees but transfer from one to many different institutions over the course of their degree. The development of a regional network was our solution to this problem. The aim of the Northwest Biosciences Consortium (NWBC) was a broad implementation of the Vision & Change recommendations with two emphases: (1) incorporation of Vision and Change recommendations into the introductory biology curriculum for majors and non-majors, and (2) curricular support for students transitioning between and within institutions. We describe how these objectives shaped the development of the NWBC along with other formative factors, the lessons we learned from this work, and recommendations regarding the development of a regional faculty network.

The determinants of educational and occupational continuation of younger people in India are still attributed to their socio economic background (primary effects). This deters the government from taking steps to bring the disadvantaged youngsters' higher education, since there is not much one can do to improve the social origin factors. The secondary effects of social origin are often neglected with a conviction that these effects have still not come to play a role as a determining factor in educational continuation decisions of Indian students. The present study was thus conducted to understand the determinants of students' continuation decisions to higher education. Theory of planned behavior is tested here, using its constructs. The study was conducted among 300 higher secondary school students of Kerala state in India. Schools and classes were selected randomly and data were collected from intact classrooms. Achievement test scores were collected from school records. The questionnaire used by Ajsen is modified and validated for the use in this study for assessing the planned behavior of students. The continuation decisions, the dependent variable are considered as a binary variable and the response was sought with a question of whether they will continue to higher education or not. The results of the present study give a clear indication of the manifestation of secondary effects in higher education decisions. Attitude toward Behavior and Perceived Behavioral Control have significantly predicted the intention of higher secondary students for continuing to higher education. Subjective Norms are found not predicting the decisions.

In today’s highly competitive, globalised, and technology-driven environment, organisational success
is rarely a product of chance but the outcome of deliberate and systematic strategic planning. Strategic
management has emerged as a critical mechanism through which public organisations identify and
leverage core competencies, build comparative advantages, optimise resource allocation, and adapt
proactively to dynamic external conditions. This paper examines the indispensable role of strategic
management as a growth and performance-enhancing tool in Nigerian public organisations. The study
clarifies fundamental concepts of strategy and strategic management, highlighting strategy as a long
term, future-oriented plan focused on achieving competitive advantage through differentiation, core
competence development, and dynamic capabilities. It further explores the intricate relationship
between strategic management practices and organisational growth, emphasising how effective
formulation, implementation, and evaluation of strategies drive efficiency, innovation, service delivery,
and sustainability. The paper proposes practical pathways for embedding strategic management
practices into public sector operations, including capacity building, digital transformation,
performance management systems, and alignment with national development priorities. It concludes
that full adoption of strategic management is no longer optional but imperative for Nigerian public
organisations to overcome entrenched inefficiencies and contribute meaningfully to national
development goals. Key recommendations focus on continuous staff training through workshops and
seminars, institutionalisation of strategic practices in daily operations, leadership certification in
strategic management, and the development of organisation-wide strategic plans. Ultimately, this study
underscores strategic management as a catalyst for sustainable efficiency, innovation, accountability,
and citizen-centred service delivery in Nigeria’s public sector.

This study examined the influence of institutional variables (long working hours and physical environment) on the instructional delivery of business subject teachers in public secondary schools in Cross River State, Nigeria. The research was guided by two research questions and two null hypotheses tested at 0.05 level of significance. A correlational survey research design was adopted for the study. The population consisted of 476 business subject teachers in 169 public secondary schools across the three Education Zones (Ikom, Ogoja, and Calabar) in Cross River State. Using proportionate stratified sampling technique, a sample of 309 teachers was selected. Data were collected through a validated researcher-made questionnaire titled "Institutional Variables and Instructional Delivery Questionnaire (IVIDQ)". The questionnaire was validated by three experts and its reliability coefficient, determined through Cronbach Alpha on a pilot sample of 30 teachers, was 0.72. A total of 286 copies of the questionnaire were successfully retrieved and used for data analysis, representing a 93% return rate. Simple linear regression analysis was employed to answer the research questions and test the hypotheses. Results revealed that long working hours had a significant negative influence on

This paper explores factors such as socio-demographics, income and wealth and e-skills that may influence the adoption of the ICTs at the individual level. We examine to what extent these factors contribute to the digital divide between different social groups in Serbia. We use the panel data from the survey "ICT usage in Republic of Serbia" in 2006 and 2007, covering over 3000 individuals/households, to perform a quantitative analysis of the digital divide and ICT adoption. Based on a classification tree and a logistic regression model, a profile of the typical ICT adopter and non-adopter is identified. The empirical results show the following: (i) the digital divide between age group 55-74 and those younger that 55 slightly increased in 2007 in case of regular Internet use; (ii) at the individual level the ICT adoption (use of PC, Internet and mobile phones) in Serbia is mainly influenced by the income and wealth of an individual, its computer and Internet skills and age; (iii) this result is quite robust across the methodological approaches used; and (iv) the classification tree approach is preferable since it gives the same predictive accuracy as the logistic regression with a more parsimonious model. The policy implications of these results are discussed.

Readers, the reading textbooks of the nineteenth century, were tools for helping students to read and to learn about the world. They supplied the content and the method of learning. With science not yet established as a separate subject, the science in these readers was the first and only science education for most of the students in this era. A historical content analysis was conducted to determine the quantity of science and type of science in twenty-year periods during the nineteenth century.

This study examined the effects of modelling instructional strategies on Social Studies and interest on the academic performance of students in upper basic schools, Kogi State, Nigeria. Three research questions and two hypotheses were formulated to facilitate the study. The study employed a quasi–experimental research design involving the non-equivalent pretest, posttest, and control group design. The study population comprised 11,985 Social Studies students from 86 public upper basic schools in nine Local Government Areas of Kogi East. A
sample of 114 upper basic class two Social Studies students in Dekina and Ofu Local Government Areas of Kogi State was used for the study. Data were collected using the Social Studies Achievement Test and Social
Studies Interest Inventory. The instruments were validated by two experts in Social Studies and one from Measurement and Evaluation. Based on pilot testing, reliability indices of 0.80 and 0.82 were obtained through
Cronbach’s Alpha and Kuder-Richardson (KR-20) methods for the Social Studies Achievement Test and Social Studies Interest Inventory. Means and standard deviations were used to answer the research questions. Analysis of covariance (ANCOVA) was used to test the hypotheses formulated at 0.05 alpha levels. The findings from this study revealed that there was a significant difference between the performances mean scores of students taught Social Studies using modelling and the performance mean scores of those taught using conventional instructional tools. Also, there was a significant difference between the interests mean scores of students taught Social Studies using models and scores of those taught using conventional instructional tools. There was no significant effect of gender on students’ performance and interest in Social Studies. Based on these findings, it was concluded that modelling was more effective in enhancing students’ achievement and interest in Social Studies than conventional instructional tools. Thus, the study recommended that the Kogi State Universal Basic Education Board should formulate policies that will mandate upper basic Social Studies teachers to use modelling instructional strategies to enhance students’ academic achievement and interest in Social Studies.

This forum response adds a conceptualization of harmony to Dopico and Va ´zquez' investigation of pedagogy that combines citizen science, environmental and cross-cultural research, and service-learning. Placing many appropriate and significant aspects of culturally situated science education in an authentically relational context beyond the classroom, this paper calls attention to insightful contributions and new directions for research, such as the process of inducing or eluding nihilism regarding ecological issues. How can such a question be researched effectively in order to learn about the family of pedagogies emerging in response to the need for more ecologically conscious and relationally authentic teaching across many disciplines? In this paper, I use a Vygotskian framework and an abbreviated case study of agricultural service-learning from my research, drawing attention to the importance of students' culturally-mediated construction of setting as they interact in older and newer ways.

Introduction: Physics is a science subject that is fundamental for developments in any country. Students' achievement in Physics concepts in the Kenya Certificate of Secondary Education (K.C.S.E) has been below average. Most physics concepts are abstract in nature and the techniques used to teach do not allow learners to conceptualize such concepts. This has led to poor student achievement in physics. Purpose: The purpose of the study is to investigate effect of simulation teaching technique on secondary school students' physics concepts achievement in Buuri East subcounty, Meru County, Kenya. Methods: Solomon four non-equivalent control group design was used. Both purposive and stratified sampling techniques were used to select four co-educational schools that were used in the study. The sample of the study consisted of 123 form two students. Physics Achievement Test (PAT) was used to collect data on students' achievement in Physics. The instrument was validated and pilot tested for use in data collection. KR-20 was used to estimate the reliability of PAT, a coefficient of 0.84 was found. Data were analyzed using both descriptive and inferential statistics, which included mean score, ttest, and ANOVA. The hypotheses were tested at 0.05, alpha level of significance. Findings: The results showed that the difference in physics achievement was statistically significant in favor of experimental group. There was no statistically significant difference in the achievement between male and female students in physics, based on the results. Recommendations: it was recommended that physics teachers embrace the use of simulation in teaching. The government and education stakeholders should encourage the use of simulation teaching technique in teaching physics in secondary schools.

The purpose of this study was to investigate secondary school biology teachers’ perceptions of scientific creativity. Cross-sectional survey research design was employed. The population of the study comprised all biology teachers in public secondary schools in Kericho and Kajiado counties in Kenya. A sample of 205 biology teachers’ was selected from a population of 347 using proportionate random sampling technique. A Biology teachers’ questionnaire was used to collect data. Data were analyzed using descriptive statistics. The findings show that a high percentage of the biology teachers have correct perceptions of general creativity but only a small percentage have the correct perceptions of scientific creativity. The findings have also yielded valuable information that informs curriculum developers, teacher trainers and policy makers that the majority of teachers have inadequate perceptions of scientific creativity and this may influence their classroom practices. It is recommended ...

The Philippines occupies a position of singular consequence in the global climate crisis. It is the country most exposed to the adverse effects of climate change, by the standard ranking of the World Risk Index, and the country whose youth report the highest psychological burden of that exposure. It is also a country in which a robust legislative architecture for climate change education has, over seventeen years, failed to translate into a curriculum equal to the magnitude of the threat. This paper offers the most comprehensive account to date of that gap. Drawing on the international meta-analytic literature, the Philippine empirical evidence base, and eight years of fieldwork conducted by Klima Education International across every major island group of the archipelago, it identifies four structural failures of the present curriculum: a fixation on disaster risk management at the expense of systemic understanding; an overemphasis on the natural-scientific dimensions of climate change at the expense of its political-economic, ethical, and sociocultural dimensions; an imaginative foreignness that positions the Filipino child as a recipient of imported climate knowledge rather than an inheritor of their own; and a curricular silence on climate anxiety in a country with the highest documented rate of climate-anxious youth in the world. The paper then advances five design principles for climate education in climate-vulnerable contexts, namely comprehensiveness, indigenisation, accessibility, efficacy, and sustainability, and sets out an institutional pathway for embedding them in curriculum and law. It is offered as the conceptual companion to the forthcoming Klima Karavan Report (December 2026), the first comprehensive national research study on climate education in the Philippines.

Perioperative fasting is a standard procedure for the preparation of patients for surgery. The current guidelines for perioperative fasting in children recommend adherence to the instructions, “2-4-6” i.e. taking clear liquids up to 2 hours, breast milk up to 4 hours, and other non-human milk and solids up to 6 hours prior to surgery. Oral fluid intake is allowed within the first 3 postoperative hours in most pediatric patients. Too long perioperative fasting is not recommended, and may be harmful, both for healthy children so for a specific group of pediatric patients such as cancer patients. It is possible to avoid the adverse effects of prolonged perioperative fasting by appropriate planning of operating programs, good coordination of anesthetic and surgical team and compliance to the guidelines. Although recent studies suggest an advantage of more liberal perioperative approach in relation to the current guidelines in children, for now there is no enough evidence to change exist...

This course is designed to address the National Science Education Standards vision of instruction that should enable all students to successfully interact with the natural world. These principles include, (1) Science for all students, (2) Learning science is an active process, (3) School science reflects the intellectual and cultural traditions that characterize the practice of contemporary science, and (4) Improving science education is part of systemic education reform.

This study examined the relationship between junior high school ICT teachers' proficiency under the Technological Pedagogical Content Knowledge (TPACK) framework and the effectiveness of the innovative instructional materials (IIMs) they developed, as a basis for designing an enhanced ICT education manual. Employing a quantitative correlational research design, data were gathered from 30 junior high school teachers using validated instruments that measured proficiency across seven TPACK domains and evaluated instructional material effectiveness using nine instructional design criteria. Descriptive results revealed that teachers' proficiency in most TPACK domainsparticularly Content Knowledge, Technological Knowledge, and second-level knowledge bases-fell within the Developing range (overall TPACK mean = 2.34), indicating foundational but limited integration of technology, pedagogy, and content. In contrast, the instructional materials produced were rated Excellent in effectiveness (overall mean = 4.33), demonstrating strong alignment with instructional design principles. Correlation analysis showed significant positive relationships between teacher proficiency and instructional material effectiveness (r = 0.47 to 0.84, p < .01), with Technological Knowledge and overall TPACK exhibiting the strongest associations. Regression analysis further indicated that Content Knowledge, Pedagogical Knowledge, Technological Knowledge, and Technological Pedagogical Knowledge significantly predicted instructional material effectiveness. These findings underscore the critical role of integrated teacher knowledge in developing high-quality ICT instructional resources. Beyond the local context, the study contributes empirical evidence supporting TPACK-based professional development and instructional material design as scalable strategies for improving ICT education in similar secondary school settings, particularly in resource-constrained environments.

Uma proposta da andragogia para a educação continuada na área da saúde O artigo versa sobre questões ligadas à Andragogia e à Educação Continuada que são focadas visando-se a formação continuada de profissionais da área da Saúde, em especial em cursos de pós-graduação, com propostas de um processo de ensino-aprendizagem que considere as práticas pedagógicas mais significativas, compatíveis para o aluno adulto, de forma a desenvolver-lhe maiores saberes e habilidades com conseqüente melhoria da qualidade profissional. Ressalta as funções e compromissos a serem adotados pelo professor de adultos, algumas técnicas e métodos utilizados para o ensino, que foram selecionados pelas características da utilidade e significância que podem traduzir ao conteúdo programático a ser desenvolvido em uma disciplina de curso e que são considerados apropriados para favorecer alunos com maturidade a se apropriarem de novos saberes com decorrente aplicação profissional. Andragogia; Educação Continuada; Adulto; Aprendizagem; Ensino; Educação em Saúde. This paper discusses issues related to Andragogy and Continuing Education that is focused aiming at the health professionals' continuing education, especially in graduate courses with proposals to teachinglearning process that considers the most significant pedagogical practices, compatible to the adult learner, in order to develop more knowledge and skills with consequent improvement of professional quality. It highlights the roles and commitments to be adopted by the teacher of adults; some techniques and methods used for teaching and selected according to the characteristics of the usefulness and significance that can provide the syllabus being developed in a course discipline considered appropriate to encourage students with maturity to appropriate new knowledge for professional application.

O presente artigo constitui uma reflexão a partir do Trabalho de Conclusão de Curso de Psicopedagogia e tem como objetivo apresentar possibilidades de atuação para os educadores e psicopedagogos se aproximarem dos educandos e assim, tornar a aprendizagem significativa e afetiva. Foram selecionados artigos de publicações científicas e de revisão dos últimos 5 anos, e textos que embasam teoricamente os assuntos aqui abordados, relacionando a aprendizagem com o afeto, trazendo essa atitude como necessária para a educação como formação humana integral. Aborda-se as transformações e desafios na educação no momento pós pandêmico (Pandemia disseminada em meados de 2019, advinda do vírus SARS-Cov2, conhecida como Covid-19) e seus reflexos no processo educacional, refletindo a importância da aproximação entre educador e educando para o sucesso da aprendizagem por meio da afetividade e acolhimento biopsicossocial das demandas dos estudantes, reconhecendo a escola como um espaço de relações, d...

In its "Ten Year Retrospective, 24 July 2023" (vol. 33, no. 1-2), the Association for Bahá'í Studies highlighted collaborative scholarship as an area of learning for ABS. In keeping with its goal to assist in the generation and dissemination of this learning, we are pleased to bring you the fi rst of two issues of The Journal of Bahá'í Studies devoted to a single collaborative writing project. The papers in these two issues are the fruit of a collaborative process dating back more than four years, in which a number of friends have studied, consulted, written, and refl ected together on the theme of the harmony of science and religion. This editorial provides an opportunity to share refl ections on both this theme itself, and the process by which these papers came about. We turn fi rst to the theme, a perennial topic of refl ection and study for many Bahá'ís, and situate the three papers in this issue in the context of the broad discourse on the harmony of science and religion. Next, we will describe in some detail the experience of this group of collaborators, and insights that have emerged

This content analysis examined the sociological tension between modernity and tradition in Balyan by Macario D. Tiu. Anchored in Sociological Theory, the study analyzed how institutional power, modern education, indigenous spirituality, and cultural identity were represented in the narrative. Using Directed Qualitative Content Analysis, the study identified four major sociological dimensions: institutional conflict, failure of modern infrastructure, adaptation of belief, and quest for identity and reconciliation. Findings revealed that formal education functioned as a form of institutional hegemony that alienated the protagonist, Lando, from his indigenous roots and shaped his perception of traditional healing as fraudulent and inferior. However, the collapse of modern infrastructure during a crisis exposed the fragility of institutional systems and forced reliance on indigenous knowledge and communal resilience. The study further revealed that Bagobo traditions remain adaptive and socially relevant through cultural hybridity and the re-contextualization of rituals within a modernizing society. Ultimately, the narrative demonstrated that reconciliation with ancestral identity fosters communal healing, cultural empowerment, and social reintegration. The study concludes that Balyan portrays indigenous belief systems not as obsolete traditions but as resilient cultural foundations that continue to shape identity and survival within contemporary Philippine society.

This study investigates the complex dynamics of technology adoption in a suburban Philippine community, focusing on Poblacion, Oslob. While existing models of technology adoption often emphasize individual decision-making, this research adopts a qualitative grounded theory approach to capture the socio-cultural, economic, attitudinal, and infrastructural dimensions shaping digital engagement in a community context. Data were collected through in-depth interviews with 20 participants representing different stages of the Technology Adoption Life Cycle and focus group discussions with eight Barangay officials, complemented by non-participant observations. Findings reveal that technology adoption is a negotiated and socially embedded process influenced by cultural values such as respect for elders and the bayanihan spirit, which both facilitate intergenerational learning and contribute to resistance among older populations. Economic constraints, including the high cost of devices and internet services, alongside inadequate infrastructure, significantly exacerbate the digital divide. Attitudinal factors further shape adoption, with younger participants expressing optimism and adaptability, while older individuals exhibit skepticism due to concerns about privacy, misinformation, and cultural disruption. From these insights, the study proposes the Socio-Cultural-Economic-Attitudinal-Technological (SCEAT) Model, which offers a comprehensive framework for understanding technology adoption in suburban settings. The findings underscore the need for culturally responsive, economically inclusive, and infrastructure-supported interventions. Ultimately, the study contributes to the discourse on digital inclusion by highlighting that sustainable technology adoption requires collaborative, community-driven strategies that align with local realities and aspirations.

Most studies indicate primary students' attitudes towards and interest in science decline as they progress into the secondary years. Longitudinal qualitative research exploring this phenomenon is rare as is research which focuses on the students' voice as they cross the interface. In this study multiple qualitative data sources, supported by a 'science interest' composite scale, followed twenty students over two years. In contrast to baseline data on their peers these students, in general, maintained their interest in science. Apart from identifying the teacher's pedagogical approach and classroom environment as two key issues in understanding these students' journeys, the importance of listening to and heeding the students' voice may be an even more critical concern in addressing the decline in students' attitudes and interest in science.

The present study investigated the impact of life skills on social isolation among secondary school adolescents. Adolescence is a critical developmental stage during which individuals face numerous social, emotional, and psychological challenges. Life skills are essential competencies that enable adolescents to cope effectively with these challenges and maintain healthy social relationships. The study aimed to examine the differences in life skills and social isolation with respect to gender and locality, and to determine the impact of life skills on social isolation. A normative survey method was employed, and data were collected from a sample of 150 secondary school adolescents using standardized scales on life skills and social isolation. The findings revealed significant differences in life skills based on gender and locality, with girls and rural adolescents demonstrating higher life skills than boys and urban adolescents, respectively. The results also indicated significant differences in social isolation, with girls experiencing higher levels of social isolation than boys and urban adolescents reporting higher levels of social isolation than rural adolescents. Further analysis revealed a significant negative impact of life skills on social isolation, indicating that adolescents with higher levels of life skills tend to experience lower levels of social isolation. The study concludes that life skills serve as important protective factors that enhance social connectedness, emotional well-being, and positive social adjustment among adolescents. The findings highlight the need for integrating life skills education into school curricula to promote holistic development and reduce social isolation among secondary school students.

Questo articolo si concentra sul concetto di trasformazione nei campi della fisica, della chimica e della biologia. In particolare, esamina le relazioni e le caratteristiche peculiari di tale concetto in queste discipline e, attraverso un percorso concettuale, approda all'ottica sistemica dove abbiamo il concetto di "ente intrinsecamente dinamico". Il testo si propone di superare la percezione di staticità per giungere a una comprensione della causalità circolare. Infine, l'ottica sistemica ci consente di discutere i criteri di scientificità e rivendicare al linguaggio chimico un ruolo di "terzo pilastro", accanto agli esperimenti e alla matematica. Questa relazione è stata presentata a L'Aquila (It) il 29 maggio 2026 al Congresso della Società di Storia della Scienza.

This study examined the effectiveness of simplified pattern drafting procedures for casual apparel among Grade 10 students enrolled in Tailoring NC II at Toledo National Vocational School during the 2025-2026 school year. The findings served as the basis for a proposed Enhancement Action Plan. Specifically, the study described the demographic profile of the respondents, including gender, participation in related activities or competitions, and time spent on pattern drafting outside the classroom. It also assessed students' perceptions of the simplified procedures on ease of use, clarity, and usefulness, and evaluated their performance in terms of accuracy, time efficiency, and the quality of their output. Furthermore, the study determined the relationship between students' perceptions and their performance levels. Data were collected from 50 students using a researcher-adapted survey questionnaire. Descriptive statistics, including frequency, percentage, weighted mean, and standard deviation, were used to summarize the data, while Pearson's correlation coefficient was employed to examine the relationship between variables. Results indicated that students had highly positive perceptions of the simplified procedures, particularly in terms of ease of use, clarity, and usefulness. These perceptions were associated with strong performance in accuracy, efficiency, and output quality. In contrast, standard procedures were perceived as more difficult, leading to moderate performance outcomes. A significant positive correlation was found between students' perceptions and performance, suggesting that more favorable perceptions contribute to improved skill development. The findings support the development of an instructional toolkit to enhance teaching strategies, refine learning materials, and improve student outcomes. Overall, the study highlights the value of simplified procedures in promoting confidence, competence, and efficiency in pattern drafting within the Tailoring NC II curriculum.

Localization and contextualization are now becoming crucial approaches in education in the Philippines that responds to the cultural, social, economic, and geographical requirements of various learners in the country. The purpose of this systematic literature review is to synthesize the knowledge of scholars, policy documents and studies in education from 2015-2025, along with the work of other pioneers to examine various theoretical underpinnings, legal mandates, implementation, challenges, and impacts on education. The review follows the evolution of these ideas of policy documents from the Republic Act 10533 up to the DepEd Orders, through the perspective of 15 sources selected and sourced from peer reviewed journal articles, government issuances and academic articles by Dr. Teodorico C. Peliño Jr. Results show that localization and contextualization lead to relevance, engagement and support the preservation of culture, but there are significant gaps in the teacher preparation, resources and implementation of such process across regions. The review points out the need for balancing standardization and adaptation, for localized assessment tools and for the involvement of teachers as curriculum designers. The synthesis provides practical recommendations for pre-service teachers, in-service teachers, educational policymakers and educational leaders. There is a need for a participatory and community-based process that emphasizes the importance of balancing international expectations and standards, with the Filipino context, for successful localization and contextualization.

With the outbreak of COVID-19, governments worldwide, including in Europe, have taken different actions with regard to the impact in education due to the containment procedures. In Portugal, to help learners and educators to continue with their education and training activities during this period, several measures were put in action, mainly connected with the transition to distance education, at all levels of education. Teachers were pushed to move to online communication with pupils, and to deliver contents and activities using different online tools. But the major problem is that although Portugal has a good internet network, yet some families lack computers/digital devices. On the other hand, many teachers are not still at ease working in digital contexts, lacking necessary skills. To help teachers, Universidade Aberta (Open University, Portugal) has collaborated with the Ministry of Education in a special online training for teachers to develop competences in the creation, desig...

Ao longo da elaboração deste estudo, tive a oportunidade de contar com o apoio de diversas pessoas,que contribuíram também para o meu sucesso. Em primeiro lugar quero agradecer à minha família que esteve sempre disponível para me apoiar, refiro especialmente aos meus pais e avós. Quero agradecer também a todos aqueles que, com a sua sabedoria e experiência, contribuíram com a sua colaboração e o seu apoio crítico, dispuseram a valiosa orientação essencial à elaboração do estudo, especialmente ao professor doutor José Pedro Matos Fernandes e à professora mestre Margarida Rebelo dos Santos Silveira. Um especial agradecimento à professora Madalena Gonçalves, à professora Albertina Raposo e ao gestor administrador Jorge Ponciano que se disponibilizaram a ajudar e contribuíram muito na conclusão deste estudo. Para finalizar, quero agradecer de todo o coração aos maravilhosos alunos que me ajudaram para que o meu estudo se concretiza-se, podendo realizar com eles diversas atividades e até uma visita de estudo. Um muito obrigado a todos aqueles que estiveram do meu lado, contribuindo para o meu melhoramento profissional enquanto futura educadora e professora do 1º Ciclo. Este projeto de investigação teve como objetivo primordial contribuir para desenvolver nos alunos atitudes de cuidado com o meio onde vivem, proporcionando oportunidades de aquisição de conhecimentos, valores, atitudes e interesse ativo para protegê-lo e melhorá-lo. Os participantes deste estudo de investigação foram alunos de 2º ano com idades compreendidas entre os seis e os dez anos, de uma escola de 1º Ciclo pertencente ao distrito de Beja. Trata-se de um estudo que adotou a metodologia de estudo de caso de natureza qualitativa. Foram utilizados como instrumentos de recolha de dados três entrevistas semi-estruturadas a dois especialistas e à professora titular da sala de 2º ano referida anteriormente. Os resultados, mostraram, numa primeira fase desta investigação que os alunos adaptaramse às atividades que lhes eram propostas, já que o tema de Educação Ambiental não era trabalhado até então com esse alunos. Estes alunos, após a implementação do plano de ação demonstraram-se mais sensibilizados e com uma atitude diferente para com certas situações ocorrentes do dia-a-dia.

The constitutional history of Pakistan is a complex narrative of navigating competing visions of statehood, identity, and governance. Following the traumatic secession of East Pakistan in 1971, the state faced an existential crisis that shattered the previous centralized, bureaucratic models of the 1956 and 1962 constitutions.
The remaining state units urgently required a new social contract that could heal deep structural fractures and restore political legitimacy. This systemic vulnerability culminated in the formulation of the Constitution of 1973-a sophisticated socio-political treaty that rescued a fragmented polity. Rather than imposing a monolithic identity, the framers achieved a remarkable feat by securing a unanimous cross-party consensus among sharply divided ideological factions.
This article argues that the enduring resilience of the 1973 Constitution stems from its deliberate synthesis of three seemingly irreconcilable forces: Islamic identity, provincial federalism, and Westminster parliamentary democracy. By analyzing these three pillars, this paper explores how this tripartite compromise structured the modern Pakistani state and established a durable legal framework capable of surviving decades of political volatility.

Peer and friends are important aspect of socialization process and their influence and pressure has also received wide acknowledgement in shaping and molding the course of an individual life. The current discourse is based on content analysis as well as field information which explores the nature, level and extent of peer and friends influence in career decision making process of an individual. The data has been collected through library method i.e. searching relevant books, journals, articles, news papers and even internet sources while field information has been obtained through questionnaire from 100 students using random sampling method. All the collected information have critically analyzed, debated and explained to produce theory for generalization while the field information has been analyzed in the form of frequencies and percentages through chi-square test. The analysis and discussion thus give rise to an argument that although family i.e. parents and other family members primarily geared and transformed the behavior of the children in multiple ways, however; peer influence is an asset for developing career opportunities and decision making among youth.

This document provides an overview of the Witness Model and the existing manuscripts, as well as those currently being developed around it. The project extends an inquiry into the foundations of physical reality into a broader research program concerned with the emer-gence of mind, society, culture, and religion as expressions of the same underlying order. The following pages first summarize the core ideas of the model and then outline the man-uscripts through which these ideas are being developed and applied.

Today, an immense amount is being written about artificial intelligence—and specifically about ChatGPT—by a wide variety of people holding opinions that span the entire spectrum: from sheer rapture and delight to extreme pessimism, extending even to fears that humanity faces destruction at the hands of AI. This article originated from an attempt to determine whether ChatGPT is aware of my "Unified Method of Justification" and what its opinion on the subject might be. The results proved impressive in two opposed respects. On the one hand, in ChatGPT, I encountered a conversational partner who appeared intelligent, quick to grasp the essence of things, and capable of asking the right questions; as a result, my assessment of the product’s potential utility for applied purposes—in business, entertainment, and even scientific research—has risen significantly. On the other hand, this dialogue sheds light on certain dangers posed by AI—dangers of which no one has written until now. Furthermore, this conversation will help the reader gain a quicker, deeper understanding of the Unified Method of Justification and how this method can safeguard humanity against the threat of its own destruction (at the hands of AI), increase the efficiency and usefulness of AI itself, and resolve numerous other problems.
What is particularly surprising is not that ordinary people—far removed from both science and politics, living in a world threatened by wars that endanger the very survival of humanity- are generally unable to analyze the Unified Method of Justification. What is really surprising is that they are witnesses to the inability of opposing sides to reach peaceful settlements based on justice, an inability rooted in the absence of agreement on what justice means in specific situations and yet it rarely occurs to them that precisely because there is no accepted unified method of justification, it is impossible to reach agreement not only on justice but on any other fundamentally disputed issue. Why do these ordinary citizens not ask their scientific and political leaders why there has been no serious public discussion of the Method aimed at either accepting it or rejecting it on rational grounds?

School sports programs play a vital role in promoting students' holistic development by enhancing physical, social, and psychological competencies. However, their effectiveness depends largely on coaching practices and the contextual challenges faced by teacher-coaches. This study examined the coaching styles, challenges encountered, and athletic performance of student-athletes in selected secondary schools in Damulog, Bukidnon. A predictivecorrelational research design was employed involving 200 student-athletes selected through proportionate stratified random sampling. Data were collected using a structured questionnaire adapted from the Leadership Scale for Sports and related studies. Descriptive statistics, Spearman's rho correlation, and ordinal logistic regression analyses were utilized. Results showed that training and instruction (M = 3.79) was the most preferred coaching style, followed by democratic behavior and positive feedback, while social support and autocratic behavior were moderately preferred, and among the challenges, facilities and equipment limitations (M = 3.30) emerged as the most prominent concern. Correlation analysis revealed a significant but weak relationship between coaching styles and performance category (ρ = .173, p = .014), but no significant relationship with awards (ρ = .047, p = .509). Conversely, challenges showed a significant positive relationship with awards (ρ = .178, p = .011) but not with performance category (ρ = .126, p = .074). Ordinal logistic regression analysis indicated that the models were statistically significant for both categories (χ² = 7.381, p = .025) and awards (χ² = 6.255, p = .044), but with very weak explanatory power (Pseudo R² = .016-.044). Notably, only challenges significantly predicted awards (B = 0.497, p = .020; Exp(B) = 1.64), while coaching styles were not significant predictors. The finding that challenges are positively associated with awards may appear counterintuitive; however, it suggests that athletes and coaches operating in more demanding environments may develop greater resilience and competitive readiness, leading to higher achievement outcomes. Overall, the results indicate that coaching styles and challenges alone are insufficient to explain student-athlete performance, highlighting the need for a more comprehensive, systems-based approach to sports development.

This study explored whether gender influences educational aspirations and resilience among public elementary school teachers in Lantapan West District, Division of Bukidnon. The researcher utilized a cross-sectional research design to collect data at one specific time point from 132 teachers through a validated survey questionnaire. Descriptive statistics, including frequency counts, means, and standard deviations, were used to analyze the demographic profile and levels of aspiration and resilience. An independent t-test determined whether significant differences existed between genders. Results showed that 82.58% of respondents were female, confirming the gender imbalance in the teaching profession. Teachers demonstrated very high levels of both educational aspiration (M = 4.31) and resilience (M = 4.42). While male teachers reported slightly higher mean scores than female teachers in both areas, the differences were not statistically significant (p > 0.05). The findings suggest that educational aspiration and resilience are consistently high among elementary teachers regardless of gender. The study recommends promoting gender diversity in teaching, strengthening professional and emotional support systems, and encouraging future research that considers additional variables and broader contexts.

This study examined the efficacy of teaching practices and assessment approaches in teaching technical writing within the Technical Vocational Livelihood (TVL) Track at Talipan National High School. Using a case study design, 15 students from five sections and six English teachers were purposively selected. Data were gathered through a diagnostic test to assess students' writing proficiency, a writing scale to categorize their levels, and interviews with both teachers and students. Findings revealed that 59% of students were Developing Writers, while only 4% were Fluent Writers, showing notable gaps in proficiency. Students' challenges included language difficulties (grammar, vocabulary, technical terms), emotional barriers (self-doubt, anxiety), technical writing complexities (format, organization), and comprehension struggles (complex texts, slow reading). Teachers addressed these through foundational skill-building, code-switching, guided practice, inquiry-based learning, and collaborative activities. The study concluded that targeted interventions are needed, recommending a holistic approach that integrates studentcentered strategies and balanced assessments. Lesson exemplars with targeted instructions were developed to enhance technical writing skills.

Perkembangan ilmu pengetahuan dan teknologi membawa pengaruh besar terhadap dunia pendidikan, khususnya dalam pembelajaran sains. Salah satu sarana edukasi yang dapat meningkatkan minat belajar astronomi adalah Unit Observatorium Antariksa. Penelitian ini bertujuan untuk mengetahui peran observatorium antariksa dalam meningkatkan pemahaman dan minat generasi muda terhadap ilmu astronomi. Metode penelitian yang digunakan adalah pendekatan kuantitatif deskriptif. Populasi penelitian terdiri dari pelajar yang mengikuti kegiatan edukasi astronomi dengan sampel sebanyak 20 responden yang dipilih menggunakan teknik purposive sampling.

O ActivMathComp é uma abordagem de ensino da Análise Matemática1/Cálculo1 (AM1), em aulas teórico-práticas, a alunos de Engenharia que tem como base: • Nas aulas, os alunos estão ativos e colaboram entre si; • O computador é incluído como ferramenta computacional, de interação, de avaliação e de comunicação, quer nas aulas quer fora delas. • Os alunos utilizam Documentos Digitais Interativos; • Os alunos exploram os conceitos tendo em vista uma compreensão profunda; • Os alunos contactam com as aplicações da matemática; • Os alunos têm frequentes mini-testes com feedback imediato num Sistema de Gestão da Aprendizagem; • A relação professor/aluno assenta na confiança, compreensão mútua e no envolvimento dos estudantes na sua própria aprendizagem. Esta abordagem foi concebida e aplicada a uma turma de alunos que se voluntariaram para participar comprometendo-se a trazer o seu portátil pessoal para todas as aulas. Foi realizado um estudo quasi-experimental para comparar esta turma com as outras turmas de AM1. Os alunos do ActivMathComp obtiveram melhores notas e melhores taxas de aprovação que os alunos das outras turmas. Muitas possibilidades de enviesamento foram estudadas, descartando-se quase todas. A avaliação que os participantes fizeram do ActivMathComp foi muito positiva.

This study examines how primary school teachers in Sri Lanka utilize ethical activities to manage students' behavioral problems and the practical challenges affecting their implementation. The research adopts an exploratory sequential mixed-methods design, beginning with qualitative data collected through in-depth interviews with 15 teachers, followed by a quantitative phase involving a questionnaire administered to approximately 20 teachers to validate initial findings. The findings reveal that the dominant behavioral challenges among primary students are not primarily aggressive behaviors but deficiencies in self-regulation, including limited attention span and difficulties in emotional control. Teachers commonly employ ethical activities such as storytelling, role modeling, and interactive discussions rather than punitive approaches to address these issues. However, the effectiveness of these strategies is significantly constrained by systemic factors, particularly curriculum-related time pressure and limited parental support. The study concludes that while teachers demonstrate adequate awareness and application of ethical activities, their impact is mediated by structural limitations within the education system. These findings highlight the need for policylevel interventions focusing on curriculum flexibility, teacher support mechanisms, and strengthened school-parent collaboration. The study contributes to the limited empirical literature on behavioral management in Sri Lankan primary education and provides practical insights for improving classroom practices and educational policy.

After providing a definition of the nature of science (NOS) for science education, we argue that a pragmatic consensus exists regarding NOS topics most important for a scientifically literate society. Hence, NOS instruction should take a more prominent role in the science curriculum. While the relationship between a teacher&#39;s NOS knowledge and their pedagogical decision-making is not straight- forward, we

The planetary crisis requires an educational approach that seeks to com-
prehensively change people’s knowledge, attitudes and values to support sustain-
able behaviour. Transformative education plays an important role in this process.
When teaching is connected to students’ everyday lives and values, as well as to the
meanings of the community and includes critical discussion and reflection on per-
sonal assumptions and issues, this kind of teaching and learning opens new perspec-
tives that can change the way they think and act. In this study, a systematic review
was conducted to investigate the extent to which transformative teaching and learn-
ing have been conceptualised and put into practice in biology, specifically in biodi-
versity education (BE). The study was guided by two research questions: (i) How
are the learning processes concerning transformative education supporting BE? (ii)
What are the transformative teaching and learning methods used to promote BE?
Our main finding was that prior learning is important for promoting transformative
learning and disorienting dilemmas. Various teaching methods and strategies have
been used, such as action learning, project and problem-based learning, teamwork,
field trips and use of technological tools and discourses. This chapter also presents
findings concerning learning outcomes, such as improvement of practical skills,
positive long-term impact of technology on authentic problem-solving, change of
attitude towards and positive assessment of biodiversity, impact of curricula and
need for interdisciplinarity. The findings are discussed in connection with biodiver-
sity, sustainability and transformative teaching and learning.