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The study explored teachers’ perspectives on the sustainability of Free Education Policy (FEP) at a selected school in Kabwe, Central Zambia. The introduction of FEP from pre-school to Grade 12 was launched in 2022 by the UPND government to fulfil its campaign promise to the people of Zambia. The study was located in the interpretive paradigm involving a qualitative descriptive design. The study sample comprised 16 participants that included two education standards officers, a deputy head teacher, five heads of departments and eight teachers. All participants were purposively selected because of their ability to provide information on their experiences of the free education policy as observed in their schools. Data were collected through in-depth interviews, focus group discussions and observation. Data were analyzed thematically through identifying, analyzing, organizing, describing and reporting themes found within the data set. On teachers’ perceptions on the implementation of the FEP in school, the study found that participants shared a mix of positive, negative and neutral perspectives. Some teachers appreciated the policy’s role in increasing access to education, particularly for learners from low-income households stating that it had removed financial barriers and improved enrolment rates. However, several participants raised concerns about the practical aspects of implementation, citing overcrowded classrooms, inadequate teaching and learning materials, increased workload, uneven resource distribution in schools, limited individual learner attention as some of the major challenges.

This study examines the formation of new regions or autonomous regions to improve public services. Regional autonomy is the authority of autonomous regions to regulate and manage the interests of local communities according to their own initiative based on community aspirations, in accordance with laws and regulations. Meanwhile, autonomous regions are legal community units that have certain regional boundaries authorized to regulate and manage the interests of local communities according to their own initiative based on community aspirations within the Unitary State of the Republic of Indonesia. This study uses qualitative research, focusing on the formation of new regions. With data analysis using this spiral data analysis model as a conceptualization to explore and follow procedures in conducting data analysis. The process of analyzing the spiral model data uses qualitative analysis procedures by following contours or patterns. Research Results That the formation of regions is the granting of status to certain areas as provincial areas, district areas, and city areas. Meanwhile, what is meant by regional expansion is the division of provincial areas, district areas, and city areas into more than one region. The practical consequences of regional expansion will be changes in the organizational structure of regional government, changes in area followed by changes in regional boundaries and changes in population. These changes will have implications for other, more essential changes, especially in efforts to provide services to the community.

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.

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.

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.