The Impact of Multimodal Instruction on Listening Proficiency Among Non-English Major University Students

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This study examines the effectiveness of multimodal instruction in enhancing listening skills among non-English major university students in Shanxi, China. Using a mixed-methods design, the research combines quantitative analysis of CET-4 and MALQ assessments with qualitative data from classroom observations and interviews. Results demonstrate significant improvements in the experimental group’s listening comprehension, particularly in inference skills and detail recognition (Chen et al., 2023; Zhang & Liu, 2022). Thematic analysis reveals enhanced learner engagement and confidence through multimodal approaches (Wang & Zhao, 2021). Findings support the integration of visual, auditory, and kinesthetic modalities in language instruction, with implications for curriculum design and pedagogical strategies (Li et al., 2023; Sun, 2024).

Ethical and innovative integration of generative Artificial Intelligence in Higher Education: challenges and proposals for an institutional policy

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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.

The Use of Educational Technology Platforms in the Management of Chinese Colleges and Universities: A Post-Epidemic Example

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COVID-19 Deployment of technology-based learning systems has grown exponentially in this setting, and Chinese universities and colleges’ management practices have changed significantly because of the historic impact on the world educational system brought about by the pandemic. The current status of teaching education platforms in post-pandemic Chinese college and university governance is the main focus of this research, which also deeply investigates their particular applications in teaching management, student management, administrative management, and other fields.

Understanding the Experiences of Middle-Aged Filipino Parents of Children with Undiagnosed Neurodevelopmental Conditions in Rural Northern Philippines

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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.

Subaltern Climate Change Adaptation: A Theoretical Framework on Strategic Resilience in Subnational Border-communities

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Framed along pluralist and critical social theories, the paper offers an innovative climate adaptation theoretical construct—subaltern adaptation—which necessitates the reimagining of the ‘community’ as a spatio-temporal (‘historical’ space) and spatio-social (‘anthropological’ space) within a particular ecological zone, instead of the usual state-centric scale (e.g., the barangay, or the smallest administrative government district in the Philippines, as community), as a new and ideal site for climate change adaptation analysis and methodology. With the border-community as point of departure, it takes the subnational border-community as locus, and the local institution as unit of analysis. The proposed theoretical framework is grounded on the assumption that adaptation is a function and fusion of institutional strategy, inter-institutional partnership, and linked ecological and demographic realities. It fashions the complex and fundamental relationship between climate change, environment, and society—as lens to reveal the socio-ecological realities and vulnerability issues shared by local institutions in the border-community—and offers a methodical strategy that can guide interinstitutional, transborder or cross-scalar adaptation towards the creation of a resilient subaltern climate change community. The local transborder collaboration is basically geared at addressing the geospatial and social vulnerabilities that the local institutions share across the border and ultimately addresses the constraints that state-defined borders have on local climate adaptation.

Harnessing Indigenous Knowledge Systems to Transform Mathematics Instruction in Rural Zambian Schools: A Case Study from Kalomo District

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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.

The Role of Generative Artificial Intelligence (AI) in Supporting Autism Spectrum Disorder Education: Opportunities and Challenges

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This article explores the role of Generative artificial intelligence (AI) in the education of Autism Spectrum Disorder (ASD), including personalized learning, social skills training, and communication enhancement. Then, the article highlighted the potential of generative AI to increase motivation and engagement of students with ASD, teacher support and efficiency gains, parent involvement and collaboration, and improved educational accessibility. However, the article also identified challenges faced when applying generative AI in ASD education, including data privacy and security issues, algorithmic bias, and teacher and parent acceptance of new technologies. Finally, the article discussed future directions, including the creation of multimodal learning environments, the development of intelligent assistive tools and cross-disciplinary collaborations to ensure the effective application of generative AI in ASD education and to provide a scientific basis for educational practice and policy development.

The Concept of Man in Marxist-Leninist Philosophy and Human Resources Development in Vietnam Today

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Due to their strategic importance, the concepts of man and human resources have been a focal point of scholarly inquiry.  The critical role of human resources in advancing socio-economic progress has become increasingly apparent since the sixth National Congress of the Communist Party of Viet Nam in 1986, which introduces the reforming process, particularly with the advent of industrialisation and modernisation.  Sustainable development requires strategic and comprehensive investments that encompass both theoretical frameworks and practical applications.  The application of Marxist-Leninist ideology is essential to this comprehension, as it offers a fundamental perspective for understanding human nature, directing human development, and effectively mobilising human potential.

Effectiveness of Graphic Design, Marketability and Profitability of Coffee Shops in Santa Rosa, Laguna

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This study examined the effectiveness of graphic design in relation to the marketability and profitability of coffee shops in Santa Rosa, Laguna, using a descriptive-correlational research design. Results showed that graphic design was highly effective (WM = 3.48), with “visual appeal” and “brand consistency” as key factors. Marketability (WM = 3.41) was driven by “brand recognition,” while profitability (WM = 3.38) was influenced by “customer retention,” “sales growth,” and “cost efficiency.” A significant correlation was found, with brand recognition accounting for 52.5% of profitability variance (F = 12.730, t = 3.029, p = 0.003). A one-unit increase in marketability led to a 0.333 rise in profitability. These findings highlight the strategic role of graphic design in strengthening brand identity, customer engagement, and financial success. Coffee shop owners should enhance brand visibility and consistency to boost profitability. This research contributes to the growing body of knowledge on visual marketing’s role in business success and provides empirical evidence for the impact of design-driven branding on financial outcomes. Future studies may explore longitudinal effects or incorporate qualitative insights to deepen understanding of how graphic design influences consumer decision-making and long-term brand equity.

Effect of Mathematics Puzzle Instructional Strategy on Mathematics Students’ Achievement

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The research investigated the impact of a mathematics puzzle instructional strategy on student achievement. The research employed a quasi-experimental design featuring a pre-test post-test non-equivalent control group. It possesses a factorial structure of 2x2x3. The study comprised 362 mathematics students picked from six randomly selected mixed secondary schools. The assessment tool utilised was the Mathematics Achievement Test (MAT). The instrument had a reliability index of 0.82, as determined by the Kuder-Richardson (k21) formula analysis. The data were analysed using descriptive statistics of the mean to address the study issues, while independent sample t-tests and Analysis of Variance (ANOVA) were employed to evaluate the proposed hypotheses. The study’s findings indicated that mathematics students instructed using a mathematical puzzle strategy achieved higher scores than those instructed with traditional lectures strategy; additionally, no significant variation in the performance of male students taught with the puzzle strategy, nor a notable interaction effect between instructional method and gender on achievement. The study concluded that the puzzle instructional strategy is more effective in enhancing mathematics students’ achievement compared to the lecture method. Furthermore, the puzzle instructional strategy is not biassed by gender. It is recommended that both teachers and students receive adequate training to develop the necessary skills for implementing this strategy and that they be encouraged to utilise it in teaching and learning. Additionally, the faculties of education in universities and Colleges of Education should revise their curricula to ensure that pre-service teachers are trained in the skills required for its application.