Archive for year: 2026

With the continuous advancement of artificial intelligence (AI) technologies, a growing number of AI-enabled tools and systems aligned with pedagogical needs have emerged, substantially expanding the scope of AI applications in the educational domain. This development has not only driven the evolution of related technologies and industries but has also created new possibilities for the integration of the intelligent dual-teacher model with deep and high-quality instruction. Against the backdrop of the ongoing transition from the “Internet+” paradigm to the “Artificial Intelligence+” paradigm, technological innovations in AI are exerting a profound and transformative influence on contemporary teaching environments and instructional practices. Looking ahead, education is increasingly required to operate in close synergy with AI technologies and to explore innovative models of intelligent dual-teacher classroom instruction. Focusing on the English subject, this study investigates the construction of an AI-enabled intelligent dual-teacher classroom model, with the aim of fully leveraging the complementary instructional strengths of human teachers and AI systems. It is expected that this model will inject new momentum into educational reform and development, facilitate the implementation of personalized instruction, and ultimately promote students’ holistic development.

Several studies have shown the importance of teaching grammar in learning a second language. This article investigates the effects of teaching grammar in that process. This study provides a review of the literature regarding the concept of grammar, different grammar approaches, and prevalent studies related to this topic. The primary objectives of this study are (1) obtaining a concept of grammar; (2) examining the difference between language acquisition and language learning; (3) exposing different grammar approaches in teaching a second language; (4) reviewing relevant studies that evaluate the role of grammar in teaching a language; (5) obtaining a series of conclusions on the implementation of grammar in second language learning. The literature review shows that teaching grammar in second language learning enhances and refines L2 output; prevents bad habits and practices in L2 output; it is beneficial from the early stages of the L2 learning process; it promotes self-motivation, independent learning, discovery and production of own learning; and it enhances communication, not prevents it.

is study explored locus of control, academic procrastination and students’ learning outcomes in secondary schools in Ethiope East Local Government Area of Delta State. A correlational design was adopted for the study. The sample size for this study is 200 senior secondary school students. The main instruments utilised for data gathering were a questionnaire titled “Locus of Control Academic Procrastination Questionnaire (LOCAPQ)” and students’ terminal results to determine students’ learning outcomes. The data were analysed using simple correlation and simple regression at significance level of 0.05. The findings showed a significant association between LC and learning outcomes, and between AP and learning outcomes, among secondary school students. Based on the results of this study, it was concluded a substantial correlation between LC, AP, and learning outcomes among secondary school students. On the basis of the study findings, the following recommendations were made, among others, that school administrators should organise a seminar to orient students on the consequences of LC and AP on their learning outcomes.

In the context of a socialist-oriented market economy and rapid urbanization, ensuring social security for poor and near-poor households is a pivotal task aimed at maintaining social stability and promoting sustainable development. Ho Chi Minh City—a special urban municipality and the nation’s largest economic hub—has achieved significant milestones in implementing social security policies. However, it continues to face numerous challenges due to its large population scale, high labor mobility, and the persistent risk of relapsing into poverty. By adopting a political science approach and analyzing practical realities, this article clarifies several key factors influencing the effectiveness of social security for poor and near-poor households in Ho Chi Minh City today. From there, it suggests emerging issues for policy refinement and the organization of social security implementation in major metropolitan areas.

This study examines the relationship between self-esteem, study motivation, attentional difficulties, and perceived stress among university students with special formative needs, including specific learning disorders and disabilities), certified by public healthcare institutions. The research aims to compare these students  (n. 150) with their typically developing peers (n. 150) to identify differences in academic and psychological factors. Results indicate that students with special needs demonstrate similar organizational study skills but exhibit higher metacognitive awareness and information processing abilities, likely as a compensatory mechanism. However, they face greater challenges in planning and structuring their learning process. While their perceived stress levels are slightly higher, their self-esteem is unexpectedly higher than that of typically developing students, possibly due to the resilience developed through overcoming academic difficulties. These findings highlight the importance of tailored support programs, including tutoring, digital tools, and psychological support, to enhance study strategies and stress management for both student groups. Addressing these challenges effectively could lead to a more inclusive and successful academic experience for all students.