Archive for category: Uncategorized

Entrepreneurial orientation (EO) represents an essential factor in company performance. The current study gives an essential message to assessing the direct influence of entrepreneurial spirit upon exploiting opportunities, competitive advantage, and growth in corporate entrepreneurship. The main goal of this paper is to define the concept of entrepreneurial orientation and its impact on effective corporate entrepreneurship. Moreover, it attempts to explain the concept and effect of the entrepreneurial orientation dimension (innovativeness, pro-activeness, risk-taking, autonomy, and competitive aggressiveness) on corporate entrepreneurship performance. The study gleaned that an entrepreneurial orientation is crucial for establishing competitive advantage, profitability, economic growth, and performance, and it improves the proactive capability to seek out opportunities and deal with conflicts, allowing organizations to join new markets and focus more on internal growth. Furthermore, commercial activity enhances and supports firms’ ability to better position themselves and separate themselves from competitors. It suggests that entrepreneurship businesses develop an entrepreneurial orientation early in their life cycle.

Polygamous marriage involves a husband having the right to choose multiple wives in addition to their first marriage. In the Tagakaolo tribe, men are allowed to choose multiple wives after an agreed-upon dowry, leading the women as passive recipients of this practice. Hence, this qualitative phenomenological study aimed to uncover the lived experiences, psychosocial well-being, and insights of these women. By using the in-depth interviews and FGD guided by a semi-structured interview guide, this study gathered data from a total of twelve (12) Tagakaolo women, selected purposively. The data was analyzed using thematic analysis to unravel themes. The findings revealed three (3) themes in the lived experience of study participants on polygamous marriage: crying in silence, getting used to the “Duway” practice, and abiding with the customs and traditions.  The psychosocial well-being of the participants is also described by the following themes: embracing the situation as brought by fate, practicing open communication solves issues, and maintaining a passive attitude. As for the insights, these themes emerged: communication is the lifeline of a relationship, polygamous marriage is never easy, and polygamous marriage is only amiable if with agreement in writing. The findings imply that while polygamy is respected and honored by the Tagakaolo Tribe, it has detrimental implications on women’s psychological, social, and emotional well-being.

The article looks at the integration of technologies into teacher training at Higher School of Education Paula Frassinetti. Since 1999, Higher School of Education Paula Frassinetti has invested in technological infrastructures and participated in various research projects in Information and Communication Technologies, with the aim of transforming pedagogical practices and creating innovative learning communities. Recently, generative Artificial Intelligence has brought new challenges, requiring the definition of principles for its ethical and responsible use. The proposal to build an institutional Artificial Intelligence policy emphasises the need to involve students, teaching staff and collaborators in a collaborative process. For students, it is suggested to create classroom debates and collect data on the use of Artificial Intelligence tools. For teachers, we recommend collaborative reflection on the use of this technology in academic contexts and participation in experience-sharing sessions. For staff, the proposal includes reflection on the use of Artificial Intelligence in institutional processes and the collection of data on their competencies. The institutional Artificial Intelligence policy should be a living document, adaptable to technological changes and the needs of the academic community. Everyone’s participation is crucial to identifying potential or problems and finding innovative solutions. The collective construction of Artificial Intelligence policies will promote an educational environment that is more dynamic, inclusive and prepared for future challenges. The recommendations include promoting good practices, training students and teachers, and monitoring the use of this technology to ensure balanced and ethical integration.

This qualitative study investigated the everyday realities of six Filipino couples in the Northern Philippines caring for children with undiagnosed neurodevelopmental conditions (NDCs).  Employing in-depth interviews and Giorgi’s phenomenological analysis, the study revealed two dominant themes.  “Navigating the Demands of Developmental Caregiving” reveals a nuanced interplay of challenges that these parents face daily. The exploration of how navigating an ambiguous diagnostic landscape filled with significant socioeconomic and geographic limitations shapes parental roles, caregiving responsibilities, and the development of coping mechanisms. The second theme, “Finding Meaning in the Face of Uncertainty,” highlighted the adaptive coping strategies employed, specifically fostering strong family bonds and seeking solace from God. Results demonstrate an urgent need to create culturally fit interventions, improved diagnostic services, and comprehensive community support programs that cater to the unique needs of these middle adulthood couples (i.e., the competing demands from different areas of their life: their established careers, potential caregiving for aging parents, and the ongoing responsibilities of raising children). Future research should evaluate the long-term effects of these interventions and explore the effectiveness of different support models.

Despite the increasing global discourse on decolonizing education, mathematics instruction in rural Zambian schools remains predominantly aligned with Western epistemologies, marginalizing Indigenous Knowledge Systems (IKS) and their pedagogical significance. This study examined the extent to which IKS is integrated into mathematics instruction in Kalomo District and proposes a structured pedagogical framework that harmonizes Indigenous mathematical reasoning with formal education. Grounded in ethnomathematics and decolonial education theory, the study employs a qualitative case study approach, incorporating semi-structured interviews with 20 mathematics teachers, focus group discussions with 30 students, and classroom observations alongside interviews with 10 community elders. Findings reveal a systemic disconnect between formal mathematics curricula and Indigenous mathematical practices, driven by institutional resistance, rigid curriculum structures, and insufficient teacher training in culturally responsive pedagogy. However, where IKS is meaningfully integrated, students demonstrate higher engagement, improved problem-solving skills, and enhanced conceptual understanding, reinforcing the transformative potential of ethnomathematics. The study introduces two structured frameworks: (1) a Teacher Training Model for IKS Integration and (2) a Curriculum Adaptation Model for Culturally Responsive Mathematics Instruction, which offer scalable solutions for embedding Indigenous mathematical knowledge into formal curricula while maintaining academic rigor. The study underscores the urgent need for policy reforms, including curriculum revisions that incorporate Indigenous mathematical knowledge, targeted teacher training initiatives, and structured partnerships between educators and Indigenous knowledge holders. By fostering epistemic inclusivity and pedagogical relevance, the integration of IKS into mathematics instruction can bridge the gap between formal education and students’ lived realities, contributing to a decolonized, contextually grounded, and more effective educational experience.