Archive for month: May, 2025

This study aims to examine the transformation of religious communication in the context of digitalization, focusing on the practice of digital preaching in the Archdiocese of Ende. Using a qualitative approach and critical paradigm, this study explores how the dynamics of preaching have changed due to the penetration of digital technology into the religious life of the Catholic community. The case study method is used to understand the local and cultural context in the preaching process, involving data collection techniques in the form of in-depth interviews, participatory observation, documentation, and digital content analysis. The results of the study show that digitalization has influenced the way preachers convey messages of faith, expanded the reach of audiences, and created new spaces for interaction between preachers and the congregation. However, this transformation also presents challenges, such as the loss of depth of personal relationships, the emergence of disinformation, and fragmentation of understanding of faith. This study highlights the importance of critical reflection on digital media as a means of preaching, as well as the need for contextual and participatory communicative strategies so that religious messages remain authentic and relevant. In the context of the Archdiocese of Ende, digital preaching is not only a technological adaptation, but also a form of cultural and theological dialectic that reflects changes in the social and religious structure of the congregation. This research contributes to the study of religious communication and encourages the church to continue to strengthen digital literacy in preaching for the sustainability of faith in the digital era.

The study explored the experiences of teachers on integration of digital technologies in teaching and learning for learners with disabilities in special education. A qualitative case study design was employed and expert purposive sampling was used on twenty ICT specialist teachers in schools. Also, data was collected using structured interviews and classroom observations which was thematically analysed. The study revealed that integration of digital technologies enhanced accessibility, engagement, and personalized learning for learners with disabilities, allowing them to participate more fully in educational activities. On the other hand, challenges such as insufficient infrastructure, lack of teacher training, and limited access to adaptive devices hinder the full potential of digital tools. Based on these findings, there is need to effectively revolutionize pedagogy through the integration of digital technologies for learners with disabilities, schools should implement comprehensive professional development programs that equip teachers with the skills to utilize adaptive and assistive technologies, ensuring inclusive, personalized, and engaging learning experiences for all students.

This pilot study aimed to evaluate the reliability and construct validity of three instruments—Learner Autonomy Scale (LAS), Utrecht Work Engagement Scale for Students (UWES-S), and English Learning Motivation Scale (ELMS)—in the context of higher vocational college EFL students in Shandong Province. A total of 120 valid responses were collected and analyzed using SPSS Statistics 26. Reliability analysis showed high internal consistency for all three instruments, with Cronbach’s alpha values exceeding 0.90. Exploratory Factor Analysis (EFA) was conducted to assess the underlying factor structure of each scale. For the LAS, originally consisting of 32 items, five components were identified. Ten items with factor loadings below 0.6 were removed, resulting in a refined 22-item structure. For the UWES-S (17 items), three components—vitality, dedication, and focus—were identified, with all items retained. The final structure accounted for 82.036% of the variance. For the ELMS (18 items), two components—extrinsic and intrinsic motivation—were confirmed. All items were retained, and the structure explained 79.587% of the variance, with all factor loadings exceeding 0.7. The results demonstrated that the revised instruments are reliable and valid for further large-scale data collection in this research.

Being a mother is already a tough responsibility; how much more when she is also the political leader of a community during a global health crisis? This article aims to describe how women Punong Barangays (PBs) in the Province of Bukidnon, Philippines, navigate their dual responsibilities during the COVID-19 pandemic. It looks into their practical approaches, key factors behind their success in mitigating challenges as community leaders, and how they perceived the work-life balance based on their experiences. Gathered through purposive sampling of mothers chosen based on their involvement as leaders of their community during the pandemic, phenomenological analysis was conducted. The findings show that personal commitment to resolving role-specific challenges, combined with effective time management, is important in maintaining work-life balance. Also, protecting the family’s health, spiritual, and emotional aspects helped women PBs become resilient despite conflicting duties. It was found that women leaders were present in public service duties, while being absent from home. Their sacrifices ensured crisis response, but it also came at a personal cost. Significantly, women leaders perceived their involvement during the pandemic as having a sense of purpose. It also suggests that balancing being a mother and a political leader in a community during the global health crisis is not about being present in both tasks.  Family and organizational support, and commitment to service are critical factors in this study. It argues that the concept of work-life balance had a different meaning because of the nature of their job during the pandemic.