What Works for Comprehension? A Systematic Review of Reading Interventions for School-Age Learners, 2020–2026

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This systematic review examined evaluative studies on reading interventions affecting schoolchildren’s comprehension outcomes, published from 2020 to 2026. Per PRISMA 2020 guidelines, 265 records were reviewed overall, out of which 166 unique records were screened, 52 full-text articles were reviewed, and 18 satisfactory records matched the inclusion criteria. The records included studies from 11 countries and comprised more than 2900 learners across 17 studies, with sample sizes ranging from preschool to high school. Due to heterogeneity among interventions, designs, and measures taken, a synthesis without meta-analysis was conducted, classifying 5 different intervention types and summarizing the overall findings. The results showed that 12 of 18 studies were positive, 2 had mixed results, 2 showed no effect on the outcome, and 2 were ambiguous in their reporting. The four studies that used explicit comprehension strategies yielded the most reliable results; among them, a tier one intervention had an effect size of +0.79, and a two-stage instructional approach had an effect size of +0.26. Code-based instruction was effective in three of four studies that used this method. Technology was effective in four of six studies, but the largest evaluated experiment did not show convincing results. Out of seven total experiments made by random sampling, five had positive outcomes, and it should be mentioned that no research was conducted in the Philippines. The studies’ outcomes emphasize the importance of supporting word recognition alongside explicit comprehension instruction.

Ethical Climate, School Culture, Individual Work Performance: A Path Model on Organizational Citizenship Behavior among Public School Teachers

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This study aimed to determine the best-fit path model of organizational citizenship behavior among public school teachers in Region XI of the Philippines, as influenced by ethical climate and school culture, and individual work performance using a non-experimental descriptive-correlational research design and Path Model Analysis. A sampling frame of 405 public secondary school teachers was prepared using stratified random sampling. Levels of the variables were assessed using mean and standard deviation. Relationships and their respective directions were assessed using Pearson’s r. SEM through path model analysis was undertaken to examine predictive relationships. Results of the study showed that ethical climate were at a very high level, the two variables namely: school culture, and individual work performance were at a high level and Organizational Citizenship Behavior was at a very high level for the endogenous variable. The correlations of organizational citizenship behavior and school culture, and of individual work performance and organizational citizenship behavior were significant. Ethical climate and organizational citizenship behavior had a weak or no correlation and were not significantly correlated. It was also revealed that the best-fit path model was model 3. This best-fit Model 3 did not include all relationships as statistically significant particularly ethical climate does not influence organizational citizenship behavior, and individual work performance does not influence school culture. Additionally, school culture and individual work performance are critical when considering the implementation of positive organizational citizenship behavior. The results from this study are expected to promote the education sector and enhance educational theory and practice.

Experiences of Multigrade Teachers in Managing Classrooms: Basis for the Development Project ELEVATE-MG

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This study explored the experiences of multigrade teachers in managing classrooms in a rural elementary school as the basis for the development of Project ELEVATE-MG (Enhancing Learner Engagement and Versatile Approaches in Teaching for Effective Multigrade Education). This study employed an action research design to describe the classroom management experiences and needs of multigrade teachers and develop a context-responsive intervention. Data was gathered from three multigrade teachers and one school head through interviews and a post-intervention Google Form survey. Thematic analysis was used to analyze the experiences of the participants, while descriptive-narrative analysis describes participants’ feedback on the intervention. Findings revealed challenges involving instructional complexity, learner behavior, low engagement and participation, and curriculum implementation. Teachers employed strategies such as jump-jump, differentiated instruction, peer teaching, and individualized instruction to address learners’ varied needs. They also utilized flexible classroom management styles and utilized available resources and technology. The findings further indicated that teachers identified continuing needs for strategies, instructional resources, and professional support in managing the classroom. These identified needs informed the development of Project ELEVATE-MG through a LAC session focusing on learner engagement strategies and classroom management practices. Participants described the intervention as practical, relevant, and applicable to their teaching context, reporting increased confidence, enhanced classroom management, and instructional practices. The study recommends sustained professional development, mentoring, and LAC sessions to support multigrade teachers in addressing the classroom management and instructional challenges.

Interpreting Heritage Sites through Name, History, and Cultural Significance: A Case Study of the Catacombs of Kom El-Shoqafa, Alexandria

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Interpretation plays a pivotal role in introducing heritage sites. It transforms a site from mere landmarks, remains, or artifacts into living meanings that impact the visitor. The interpretation process contributes effectively to the visitor’s understanding of the site’s history and culture. This understanding leads to the visitor’s awareness of the site’s cultural value and symbolism, which, then, increases the visitor’s responsibility to preserve the heritage sites, whose importance and value are realized through the interpretation process. To achieve a comprehensive interpretation process, interpretation must address several points related to the site. This study focuses on three of the most important of these points: the site’s name, its history, and its cultural significance. The study concludes that interpreting a site’s name is the gateway to understanding the site, an understanding that creates an emotional bond between the visitor and the heritage site. Interpreting the site’s history, on the other hand, connects the site’s past with its present, transforming it into a living entity that interacts with the visitor. The cultural significance of a heritage site is explained through connecting the site to identity, symbolism, and value. The study also examines the site of the Catacombs of Kom El-Shoqafa in Alexandria, Egypt, as a case study interpreting its name, history and cultural significance as a symbol of the intermingling of thoughts, beliefs, architecture, and art style of both ancient Egyptians and the culture of Greek and Roman in Egypt.

The Moderating Role of Distress Tolerance in the Relationship Between Social Connectedness and Burnout Among Filipino Young Adult Professionals

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Burnout is a phenomenon often experienced due to workplace stress. Current literature discusses how work-related burnout affects one’s psychological wellbeing that leads to emotional exhaustion, depersonalization, reduced personal accomplishment, anxiety and depression. This research utilized a cross-sectional predictive design with moderation analysis and investigated the relationship between burnout, social connectedness, and distress tolerance. Findings revealed that young adult professionals experience high levels of burnout, high levels of social connectedness and moderate levels of distress tolerance. Moderation analysis revealed that the relationship between social connectedness and burnout does not fully depend on levels of distress tolerance. However, post hoc multiple regression analysis showed that social connectedness and distress tolerance significantly predicts levels of burnout. Overall, this study emphasized the importance of Social connectedness and distress tolerance as significant protective factors against burnout.  Thus, fostering supportive social environments in the workplace and developing emotional coping resources help reduce burnout and enhance well-being among young adult professionals

Legal Consciousness among University Students in Ho Chi Minh City: Findings and Educational Responses at Hung Vuong University of Ho Chi Minh City

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Legal consciousness shapes how university students understand legal norms, evaluate official institutions, and act when rules affect their daily lives. This study examined legal consciousness among full-time students at Hung Vuong University of Ho Chi Minh City and identified educational responses suitable for an applied, multidisciplinary university. A descriptive case-study design combined documentary analysis, a questionnaire administered to 500 students from the 2021-2025 cohorts, and purposive interviews with selected students, lecturers, and staff. Questionnaire data were analysed using descriptive percentages across legal knowledge, legal emotions and trust, compliance motivation, reported conduct, and responses to rights violations. The findings show an uneven pattern. Students understood traffic rules better than labour, intellectual-property, and digital-law issues, while social media had become their main source of legal information. Most respondents condemned serious violence and online fraud, but many treated academic dishonesty and minor traffic violations as ordinary conduct. Compliance was also driven more often by fear of sanctions than by internalised legal obligation. When their own rights were infringed, many students preferred silence, informal intervention, or public complaints on social media to formal legal remedies. The study concludes that legal education should move beyond rule transmission. Universities should integrate practical legal problems into curricula, use experiential and digital methods, coordinate with legal institutions and families, and develop students’ capacity to verify information, seek lawful remedies, and regulate their own conduct.

Records Office Service Quality and Student Satisfaction in a Private Junior and Senior High School

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Administrative support offices shape students’ overall impression of a school, yet little local research has examined how records-office service quality relates to student satisfaction at the basic-education level. This study investigated the relationship between records office service quality and student satisfaction among Junior High School and Senior High School students of a private school in the Philippines. Anchored on the SERVQUAL model and the Expectancy-Disconfirmation Theory, the study measured service quality across five dimensions—tangibility, reliability, responsiveness, assurance, and empathy—and related these to overall student satisfaction. A descriptive-correlational design was used with a stratified random sample of 345 students who had transacted with the records office, using a validated survey questionnaire. Data were analyzed using weighted mean, standard deviation, Pearson product-moment correlation, and multiple linear regression. Results showed that service quality was rated High overall (M = 4.11), with assurance rated highest and reliability rated lowest, and that students expressed a High level of satisfaction (M = 4.12). All five dimensions correlated significantly and positively with satisfaction (r = .64 to .84, p < .001), leading to rejection of the null hypothesis. Regression analysis identified responsiveness and assurance as the unique, significant predictors of satisfaction, with the full model explaining 74% of the variance. Findings suggest that timely staff response and trustworthy, courteous service are the most efficient levers for improving student satisfaction with records-related services in private basic education institutions

Governing Climate Migration in Bangladesh: An Exploratory Analysis of Policies, Institutions, and Adaptation Challenges

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While Bangladesh is one of the countries most vulnerable to climate-induced human mobility, the governance of human mobility has received much less attention than the drivers of mobility. This article poses the question of how the country’s policy framework, institutional mandates, and adaptation constraints shape (or do not shape) the governance of climate-induced internal migration. An exploratory qualitative design is used, with codebook thematic analysis of 71 policy, legal, international organization, scholarly, and civil society documents from 2009 to 2026, based on multi-level governance theory and reported using the Standards for Reporting Qualitative Research and the READ approach to policy document analysis. Climate mobility is widely acknowledged in policy language, and poorly regulated in practice. There are six ministries, each of which has part of a mandate, but not the whole. The Delta Plan 2100 defines out-migration as failure and introduces targets for reducing it; the National Adaptation Plan (NAP) considers climate migrants as an attribute of an urban intervention, and the Third Nationally Determined Contribution (2025) mentions displacement as one of the national circumstances, but has no specific mobility or planned-relocation measure among its 65 adaptation interventions. The remit for in-migration is not statutory for local government, where it takes place, nor do they have the fiscal power to have one. The article introduces the concept of a mandate vacuum, a development of the multi-level governance theory, which assumes competencies to be distributed, and compares it to the most similar previous study of multi-level adaptation governance in Bangladesh, and presents it as a series of six sequential reforms with indicators, baselines, and a political feasibility assessment.

AI is here to stay; we need to show the students the way.

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The rapid development of artificial intelligence (AI) has transformed many industries, including education. One notable AI tool, ChatGPT, offers significant potential to enhance learning by providing students with instant access to information and personalized feedback. However, its integration into university education raises concerns about academic integrity, reliance on AI, and the potential for misuse. This paper argues that universities should train and encourage students to use ChatGPT, as it is likely to become a common tool in the workplace. By discussing the benefits and challenges of ChatGPT in education, examining existing university policies, and proposing best practices for its use, this paper highlights the importance of preparing students for a future that embraces AI technologies. The paper also critically explores the reasons some universities might choose not to promote ChatGPT, including concerns regarding academic dishonesty, the erosion of critical thinking skills, and the potential stifling of creativity. Through a balanced discussion, the paper presents a nuanced view of how universities can best navigate the inclusion of AI in their academic curricula.

Deep Learning Integration in ELT for Adolescent Learners in Indonesia

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Artificial intelligence tools have considerable potential to support English language teaching in terms of personalized learning, instant feedback, authentic input, and opportunities for interactive practice outside the classroom. However, the value of AI is not only in the technology but also in the way teachers design, guide, monitor, and evaluate its use in meaningful learning activities. The successful implementation of AI requires teachers to balance technological innovation with pedagogical planning, ethical awareness, institutional readiness, and learner-centered instruction.

This study aims to explore how English teachers integrate AI tools in adolescent English language classrooms and to identify the main obstacles that impede effective AI integration. The barriers considered include access, cost, digital literacy, dependence on AI, data privacy, and assessment integrity.

A descriptive quantitative research design was used in this study. Data were collected through a questionnaire with closed-ended questions and statements on a Likert scale. The questionnaire covered teacher background, the type of AI tools used, the reasons for using AI, how often it was used, perceived benefits, and challenges in implementation. The research concerns English teachers who teach adolescent learners in formal educational settings, such as general and vocational high schools. The recommendation is to select five English teachers to participate in the questionnaire and observe three to five English lessons to gain insights into the use of AI in actual classroom practices. The data were analyzed by descriptive statistical methods such as frequency, percentage, mean, and standard deviation. The TPACK framework guides the study in investigating the relationship between technological, pedagogical, and content knowledge in AI-supported English instruction

It is expected that the study will identify patterns in teachers’ use of AI tools, such as the most common tools, reasons for use, perceived benefits, and main challenges.