Exploration of the Creative Thinking Structure in Chinese Art and Design Undergraduates: A Pilot Study of Jilin Province Undergraduates

/in /by

This study investigates the structural dimensions of creative thinking among undergraduates majoring in art and design in Jilin Province and verifies the applicability of measurement tools. A pilot study design was employed, with stratified random sampling used to select undergraduates from universities in Jilin Province offering art and design programs. Data were collected using the University Students Creative Thinking Ability Scale (USCTAS), and statistical analyses including reliability testing, exploratory factor analysis (EFA), and normality testing were conducted using IBM-SPSS 27.0. The results showed that after removing items with low corrected item-total correlation (CITC), the remaining items formed a three-dimensional structure of creative thinking: Ability to Discover, Attention Ability, and Interpretation Ability. The scale demonstrated good internal consistency and suitability for factor analysis. This study clarifies the structural characteristics of creative thinking in this population and provides a reliable measurement tool and empirical basis for fostering creative thinking in art and design education.

Strategic Resilience in the Subnational (Municipal) Border-Community along the Bislak River: Exploring Opportunities for Inter-local Climate Change Governance in the Philippines

/in /by

This paper discusses part of the results of a research and development project funded by the Philippine Department of Interior and Local Government (DILG) through its Technical Assistance Project for Local Resource Institute (TA for LRIs), and implemented by the Department of Sociology, Mariano Marcos State University. Guided by the Subaltern Climate Change Adaptation model developed by Dascil, the project explored the shared climate vulnerabilities and possible collaborative adaptation strategy among local institutions in a subnational border-community in the Philippines. Through key informant interviews, community focus group discussions, and document analysis, the variously limited adaptive capacity of local institutions is found to be embedded in their administrative structure, and institutional fund, program, social capital, among others. Moreover, despite municipal Local Government Unit (LGU)-sanctioned jurisdictional constraints, a common willingness is apparent among local institutions to partner with other institutions across the local border to address shared climate change vulnerability issues. While its result affirms the need to rethink adaptation as a function and fusion of institutional strategy, inter-institutional partnership, and linked ecological and demographic realities, the project concludes that an interlocal transborder climate governance strategy is instrumental for sustainable and community-driven public service delivery—a fundamental prerequisite for climate-resilient local communities.

Qualities and Instructional Approaches of an Effective English Language Teacher

/in /by

Teacher effectiveness is widely acknowledged as an essential influence on learner achievement; yet, the composite interplay of professional competence, personal disposition, and adaptive methodology remains underdocumented in many developing-country contexts. This qualitative case study, therefore, probed the characteristics and instructional approaches of a highly regarded English language teacher at Junior High School 2 Sungguminasa, Indonesia. Six ninety-minute lessons were videotaped and supplemented with field notes, then coded and synthesised via the Miles–Huberman interactive model. Analysis revealed nine mutually reinforcing attributes, ranging from unwavering professional commitment and disciplined time-management to creativity, motivational presence, and systematic self-reflection, that together fostered an affirming classroom climate. Pedagogically, the teacher deployed a fluid repertoire comprising Facilitator, Personal Model, Delegator, and Self-Check styles, while also introducing an emergent “Impressive/Entertaining” mode that leveraged music and humour to rejuvenate attention. This stylistic hybridity underscores the value of situational responsiveness over rigid adherence to a single paradigm. Beyond corroborating established dimensions of effective teaching, the study highlights self-reflection and affective re-engagement as under-represented yet critical contributors to sustained learner involvement. Findings invite teacher education programmes to integrate reflective practice routines and emotional intelligence training alongside methodological skills, and prompt further research into the prevalence and impact of entertaining strategies across diverse educational settings.

A Case Study of University–Enterprise Collaboration at A Private Institution in China: The Perspectives of Students

/in /by

University–Enterprise Collaboration (UEC) has become a strategic priority in China’s higher education system, particularly within creative and practice-oriented disciplines such as Stage and Film Design. While policy initiatives emphasize employment outcomes and institutional integration, less attention has been paid to how students experience and interpret these collaborations. This study investigates the learning experiences of undergraduate students participating in a UEC programme at a private university in northern China. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom and field observations, and student reflective documents. Thematic analysis revealed three core dimensions of student experience: perceptions of learning gains and integration of theory and practice; challenges related to communication, workload, and adaptation; suggested improvements for instructional design and programme coordination. Students reported increased confidence, industry awareness, and professional readiness, but also expressed concerns about misaligned expectations, insufficient preliminary training, and inconsistent communication between institutional and enterprise mentors. To address this, they suggested implementing joint planning sessions or assigning liaison roles to enhance coordination and clarity.” The findings are interpreted through Constructivist and Experiential Learning Theories, emphasizing the importance of situated, and scaffolded learning environments. This paper offers practical implications for improving UEC programme delivery, especially in creative fields where the alignment of academic instruction with professional practice is essential. By foregrounding the student perspective, this study contributes new insights into the pedagogical design and emotional dynamics of collaborative education models in the Chinese higher education context.

Continuous Professional Development for Teachers: A Reflection on Teacher Experiences in Selected Schools in Kabwe District, Zambia

/in /by

This study sought to explore the experiences of teachers towards Continuous Professional Development (CPD) in Kabwe District. The objectives of the study were to; establish the forms of CPD activities teachers engage in, discuss the perception of teachers on CPD activities and to find out the relevance of CPD activities on teachers’ classroom practices. A sample of 15 teachers were purposively drawn from five schools in Kabwe District. A Qualitative approach and descriptive study design were employed for this study. Data were collected through face-face interviews with teachers and direct observation was done during the CPD meetings for teachers. Data collected were analyzed thematically. The major findings of the study were that teachers were not consulted on the CPD agenda, CPD activities were inadequate and fragmented, the duration and timing of CPD activities was inadequate while participants expressed mixed feeling on the accessibility and relevance of CPD activities on classroom practice. The study recommended inter alia that the Ministry of Education (MoE) should strengthen the monitoring and evaluation of CPD activities.

Career Choice Goals of First-generation Higher Education Students of the Maldives

/in /by

The Social Cognitive Career Theory (SCCT) recognise that personal inputs, contextual supports, and barriers are key influences on career choice goals. While numerous studies have used this theoretical framework to explore choice goals of various population groups in the United States and East Asia. However, minimal research has been conducted on highly challenging contexts such as small island states. This study explores the lived experiences of 14 first-generation young adults who have successfully transitioned to career-relevant undergraduate education programs in the challenging small island context of the Maldives. The qualitative research methodology of Interpretative Phenomenological Analysis was used research methodology. Data was collected through in-depth interviews and analysed using the six main steps used in this methodology. The data analysis showed three main stages of career decision-making and the salient contextual influences of school subjects, role models, local higher education programs, work experiences, family support and approval and job prospects. Based on the findings, the research concludes that while career self-efficacy-interest-career choice goals is the predominant career choice pathway, the link between interest and career choice goals is weakened in highly challenging contexts. Additionally, this study proposes the need for strategies that enhance the opportunities, targeted strategies for increasing access to support and reducing career barriers.

Perceptions of Selected College Students on the Impact of Project-based Learning on their English Oral Communication Skills

/in /by

Project-based Learning is an instructional method that emphasizes the purpose and meaning of communication through series of projects assigned. This study aimed to determine the perceptions of selected college students on the impact of Project-based Learning on their English oral communication skills particularly in the context of the Philippines. The study particularly employed the convergent mixed methods design to analyze the quantitative survey responses elicited from thirty-three (33) participants who were first year college students from a private institution in Manila, Philippines who at the time of data gathering, were taking a face-to-face English communication class. Out of the said participants, six (6) students were purposively invited for an online interview to generate qualitative data. Descriptive statistics and thematic analysis were used to make sense of the data gathered. The survey had four main segments with varied items on the connection between PbL and the enhancement of spoken communication skills; the interview focused on six (6) questions about the perceived impact of PbL on the development of English oral communication skills. The findings affirm that Project-based Learning is an effective technique in enhancing the English speaking skills of students. Both data sets emphasize that PbL does not only pave the way for linguistic development such as vocabulary growth, comprehension, and content knowledge, but also cultivates soft skills needed to accomplish English oral communication projects. The positive perceptions of respondents on the integration of PbL in English communication emphasizes its roles in academic and personal enhancement, which strengthen the existing literature.

From Gesture to Engagement: Understanding the Mediating Role of Teacher–Student Relationship in Hebei’s College Classrooms

/in /by

The present study examines the shared and unique contributions of college teachers’ nonverbal behaviors to students’ classroom engagement, and specifically explores the mediating role of teacher–student relationship. Informed by symbolic interaction theory and emotional response theory, the study investigates the influence of two key nonverbal behavior dimensions (i.e., gesture and body distance) on student engagement in higher education in the context of Hebei Province, China. The sample consisted of 400 university students drawn through multi-stage random sampling from three campuses. SmartPLS 4.0 was used to perform structural equation model in order to test the direct as well as the indirect effects between the items. The results indicate that the non-verbal behaviors of teachers have a significant positive impact on students’ classroom engagement as well as on the quality of the teacher–student relationship. Furthermore, the student–teacher relationship per se significantly predicts self-report levels of classroom engagement and can partially mediate the effect of teachers’ nonverbal behaviors on students’ classroom engagement. These findings underscore the importance of relation based and communicative cues in predicting student engagement in Chinese classes at college level.

A Conceptual Framework for Understanding Career Choice Intention Among Nursing Students: The Roles of Self-Efficacy and Psychological Stress

/in /by

Nursing staff shortage is an acute issue in health care across the globe and it is no exception in Henan Province, China. As nursing programs have grown, some students question whether they want to pursue a lifelong career in the field. This paper aims to provide a theoretical foundation for understanding how self-efficacy and psychological stress affect career choice intention in nursing students. Based on social cognitive theory, the model suggests that self-efficacy encourages students’ career commitment, and psychological tension may be a moderator. The paper reviews current empirical literature identifies shortcomings of current research, and develops testable conjectures for future empirical study. Implications This framework contributes to both theory and practice by highlighting the importance of confidence building and stress management interventions in nursing education. This research provides a baseline for future inquiry on how to retain students and help them to succeed in a high-stress educational program like nursing.

The Role of Professional Identity and Teaching Efficacy in Shaping Retention Intention among University Foreign Teachers in Guangxi, China

/in /by

This study investigates the impact of professional identity—specifically, professional values and professional behavioral inclination—on retention intention, with teaching efficacy as a mediating variable, among university foreign teachers in Guangxi, China. Drawing on Self-Efficacy Theory and the Theory of Planned Behavior, the study adopts a quantitative, cross-sectional design, surveying 384 foreign educators from public universities across the region. Using multiple regression and mediation analysis via SmartPLS, the findings reveal that both professional identity dimensions significantly predict retention intention, with behavioral inclination exerting a stronger influence than values. Both dimensions also significantly predict teaching efficacy, which in turn has a robust positive effect on retention intention. Mediation analysis confirms that teaching efficacy significantly mediates the relationship between professional identity and retention. These results highlight the psychological and professional mechanisms that underpin foreign teacher retention in cross-cultural academic settings. The study offers theoretical contributions to educational psychology and practical guidance for higher education institutions aiming to improve international faculty retention through targeted support of identity development and efficacy enhancement.