Understanding University Teachers’ Role Adaptation in the Age of Generative AI: The Roles of Technology Anxiety, Self-Efficacy, and Career Identity

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The rapid advancement of generative artificial intelligence (AI) is reshaping teaching practices in higher education, yet how university teachers adapt to these changes remains insufficiently understood. This study examines the relationships among technology anxiety, self-efficacy, and role adaptation, with a particular focus on the mediating role of career identity. Data were collected from 376 university teachers and analyzed using structural equation modeling. The results indicate that both technology anxiety (β = 0.356, p < 0.001) and self-efficacy (β = 0.371, p < 0.001) exert significant positive effects on teachers’ role adaptation to generative AI, with self-efficacy demonstrating a slightly stronger influence. Career identity also shows a significant direct effect on role adaptation (β = 0.237, p < 0.01). Furthermore, technology anxiety (β = 0.492, p < 0.001) and self-efficacy (β = 0.391, p < 0.001) significantly predict career identity, which partially mediates these relationships, accounting for approximately 25% and 20% of the total effects, respectively. These findings underscore the importance of not only enhancing teachers’ self-efficacy but also constructively addressing technology-related anxiety and strengthening career identity as an integrated pathway to support meaningful role adaptation in AI-integrated teaching contexts. The results offer empirical evidence for integrated professional-development strategies that simultaneously address anxiety, technological competence, and professional identity.

Integrating Constructivism and Self-Directed Learning in Flipped Physical Education: A Systematic Review

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This systematic review examines how constructivist and self-directed learning (SDL) theories inform flipped classroom implementation in physical education, using Activity Theory as an analytical framework. Following PRISMA 2020 guidelines, 83 empirical studies published between 2010 and 2024 were identified from four databases and analysed for theoretical grounding, instructional design, learning outcomes, and cultural context. Theory-grounded implementations were associated with larger reported effects on skill acquisition (d = 0.71–1.12) than atheoretical designs (d = 0.35–0.69). Pre-class video instruction and in-class peer practice were common, whereas post-class reflection was less frequently implemented despite stronger reported SDL development. Analysis of 44 East and Southeast Asian studies indicated that collectivist values require collaborative adaptations of SDL. Overall, comprehensive three-phase designs that integrate goal-setting before class, structured scaffolding during class, and post-class reflection appear important for completing SDL cycles. The review identifies practical and culturally responsive design principles, while highlighting the need for clearer theoretical operationalisation in future flipped physical education research. By mapping theoretical commitments to concrete learning activities, the review also clarifies where existing designs omit support for learner regulation. These findings offer a basis for educators and researchers to plan, evaluate, and adapt flipped physical education interventions across diverse institutional settings with transparent reporting standards.

Reading Level of Intermediate Pupils for School Year 2019 – 2020

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This study determined the reading level of intermediate pupils of Tagaytay Elementary School for the school year 2019-2020. The findings revealed that out of 76 pupil-respondents, in the word recognition area, 28 or 37% were at the frustration level, 27 or 36% were at the instructional level, and only 21 or 27% were at the independent level. On word recognition, the intermediate pupils were at the frustration reading level. In the Phil IRI Pre-test result in reading comprehension, out of 76 pupil-respondents, 41 or 54%, were in the frustration level; 21 or 28% were in the instructional level; and 14 or 18%, were in the independent level. In the second part, the results obtained in the Phil-IRI pre-test showed that more intermediate pupils were at the frustration level. There was a reading intervention action plan proposed and a book entitled “On your mark, get set… READ!” based on the results of the study. For the Phil-IRI pre- and post-test results of the intermediate pupils in the area of word recognition level, the following were found: In the frustration reading level, from 37%, it decreased to 20%; in the instructional reading level, from 36%, it increased to 43%; and for the independent reading level, from 27%, it successfully increased to 37% for Phil IRI pre- and post-test results of Intermediate pupils in the area of reading comprehension level. For the frustration reading level, it decreased from 58% to 32%; for the instructional reading level, it increased from 28% to 42%; and for the independent reading level, it increased from 18% to 26%. The statistical comparison proved that there was a significant difference in the Phil-IRI pre- and post-test results of the intermediate pupils. From word recognition to reading comprehension, there was an improvement after the reading intervention was implemented.

Application of Focusing-Oriented Art Therapy (FOAT) to establish a safe and supportive environment for adolescent victims of sexual abuse

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The study explores the application of Focusing-oriented Art Therapy (FOAT) approaches, namely FOAT check-in and Clearing a space with Art (CAS-Art), among adolescent victims of sexual abuse in a shelter facility.  Using an action research methodological framework, this qualitative research study aims to determine how FOAT may help the victims in their process of recovery and healing.  Case narratives and artworks recount the insightful experiences of the participants.  Prevailing themes are identified as a means of synthesizing the results gathered.    Through the combined processes of focusing, mindfulness, and art-making, the participants were able to make use of art as a vehicle to express themselves in a nonjudgmental and safe space.  There were also realizations of renewed empowerment, strength, and acceptance of their past.  The participants recognized the value of hope especially in their difficult situation.

Practicing Aural Comprehension Skills at Department of English, GSTU on the basis of John Morley’s Listening ‘Comprehension Instructional Models-Matching Theory and Practice’: Classroom Implementation, Benefits and Challenges

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This study aims to investigate the implementation of practice models of Listening Comprehension proposed by John Morley in his article “Listening Comprehension Instructional Models-Matching Theory and Practice” (Morley, 1995). Morley has suggested four types of models of aural comprehension for all types of students and all four models are outlined for the foreign language learners. This paper will discuss how these models can be followed inside class sessions of English Language Learning. What are the advantages and problems of applying these models in classroom. The classroom environment is different from outside and that is why some syllabus-oriented materials should be modified according to the needs of the students. In this case, Hilda Taba’s (Taba, 1967) inductive approach is followed to identify and talk about students’ needs. From model numbers 1 to 4 of Morley, the procedures and techniques have been followed in English Masters of Arts (MA) in Applied Linguistics and English language Teaching (ALELT) classroom to investigate which model is the best one to be followed. The adults 17 learners are the targeted group. The course title assigned is “Teaching Different Areas and Skills of Language”. The students were asked to listen to two songs- “Secret Love Song” and “Don’t Cry Joni”. Then they were asked to do several activities based on Communicative Language Teaching (CLT) and Eclectic approach. The effects of implementation and some positive and negative outcomes will be critically analyzed and discussed in this article. The method of the data collection is a case study of students’ performances, classroom observation, note taking and video-recording from pair and group discussion sessions of student’s collaborative tasks given by the teacher. The data is then organized by the researcher and discussed in findings. How theory and models of instruction can be effectively practiced in real classroom and what results are found.

Metacognitive Scaffolding in Online English Listening Instruction: A Two-Semester Reflective Practice in a Vocational College

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This reflective study examines the implementation of metacognitive scaffolding to improve online English listening instruction for vocational college students over two semesters of classroom practice, learner tracking, and systematic observation. Although digital platforms enable flexible out‑of‑class listening, many vocational learners exhibit mechanical repetition, over‑reliance on correct answers, low engagement, and listening anxiety, largely due to insufficient self‑regulated learning abilities. To address these issues, the researcher restructured online listening lessons around three metacognitive modules: pre‑task planning, in‑process monitoring, and post‑task reflection with hierarchical teacher scaffolding. Adopting a purely qualitative practitioner‑reflective design without control groups or statistical tests, data were collected from classroom observations, learning logs, informal interviews, and weekly student journals. Findings indicate that sustained metacognitive scaffolding appears to help some students gradually move away from passive answer‑oriented habits, ease anxiety for certain learners, and foster self‑regulated learning routines. The study validates the feasibility of metacognitive and scaffolding theories in vocational online settings, acknowledges the limitations of a small single‑class sample, and offers practical pedagogical suggestions for frontline vocational English instructors.

Battling Anomalies in Hydrometeorological Allocation (BAHA): Assessing Students’ Knowledge in Flood Control Corruption as Basis for Enhancing Teaching Strategies on Araling Panlipunan on Corruption Issues

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This study examined the level of students’ knowledge on flood control corruption and its implications for enhancing teaching strategies in Araling Panlipunan. The respondents were 296 Junior High School students of the University of La Salette, Incorporated. The study employed a descriptive-quantitative research design, using a researcher-constructed questionnaire with a five-point Likert scale for data collection. Findings revealed that the respondents demonstrated a sufficient level of knowledge across all indicators, including flood control concepts, corruption in flood control projects, identification of involved officials, and awareness of related laws and penalties. Overall, students showed a general understanding of flood control corruption; however, their knowledge was limited in terms of legal frameworks, governance mechanisms, and institutional processes. The study further indicates that while students are aware of real-world issues on corruption and disaster risk management, there is a need to strengthen their critical thinking and legal literacy. It emphasizes the importance of improving instructional strategies in Araling Panlipunan through the integration of real-life issues, case-based learning, and civic education to enhance engagement, understanding, and civic responsibility among learners.

Communication Experiences of Sandwich Generation Women in Undertaking Multiple Roles in the Family

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Women are often faced with multiple roles within the family, including as wives, mothers, children, and individuals who contribute to the household economy. In the Indonesian cultural context, the sandwich generation phenomenon is reflected in the position of women who are often faced with dual roles, not only being responsible for children but also continuing to care for elderly parents. These roles often cause emotional, financial, and physical stress. This study aims to describe the communication experiences of sandwich generation women in Kupang City in carrying out dual roles in multigenerational families. The research method used is qualitative with Alfred Schutz’s phenomenological approach through in-depth interviews. The results show that the communication experiences of sandwich generation women in Kupang City face multigenerational responsibilities. Through daily communication, they strive to balance various roles while building a shared understanding of every family decision. Based on Alfred Schutz’s phenomenological perspective, two types of motives were found in carrying out dual roles: the because motive, which is rooted in past experiences, moral responsibility, and the family’s economic condition, and the in order to motive, which is oriented towards long-term goals such as creating economic stability and family welfare. These two motives are influenced by a stock of knowledge encompassing life experiences, cultural values, and religious teachings, which together shape the reflective awareness of sandwich generation women in facing the social and economic demands of multigenerational families. Future research could explore the communication conflicts sandwich generation women experience in navigating their dual roles.

The Influence of Family on Career Choice and Career Construction Among Emerging Adults: The Mediating Role of Career Stress

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This study investigated the mediating role of career stress in the relationship between family influence on career choice and career construction among emerging adults. Utilizing a quantitative correlational survey design data were collected via online surveys from a sample of emerging adults in Turkey. Structural validity of the measurement model was confirmed through confirmatory factor analysis and the hypothesized mediation pathways were tested using bootstrapping methods. Correlation analyses revealed that family influence was negatively associated with career stress and positively associated with career construction. Furthermore mediation analysis demonstrated that family influence significantly and negatively predicted career stress which in turn exerted a negative impact on career construction. Career stress was found to play a partial mediating role in this relationship. These findings suggest that supportive family environments serve as a crucial stress-buffering mechanism that ultimately optimizes the career construction process for emerging adults.

Assessment of Test Items Development Skills of Secondary School Mathematics Teachers in Delta State, Nigeria

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The importance of test development skills in Mathematics can never be over emphasized because of the nature and place of the subject, and for its role in determining learners’ progress. This research is intended to assess the test development skills of the mathematics teachers in secondary schools in Delta State of Nigeria. The aim of the study was to determine the test development skills possessed by Secondary School Mathematics Teachers and the extent to which the teacher is competent in writing, analysis and validation of test items. The study adopted the descriptive survey research design, with population consisting of about 500 trained mathematics teachers in Government owned senior secondary schools in Delta State. A simple random sample of 106 Mathematics teachers was drawn from the population A four-scale self-constructed instrument was used for data collection. The instrument was validated by experts in educational tests and measurements and Cronbach Alpha technique was used to obtain a reliability coefficient of 0.83. Results showed that the item development skills possessed by secondary school Mathematics teachers in Delta State are test item printing and administration with a mean score of 3.09, item marking and scoring with a mean score of 2.89, item composition and drafting (2.86), item planning (2.74) and item writing (2.73). The results further showed that the teachers were poorly skilled in item analysis and item validation. Amongst others, the study recommended regular in-service training seminars and workshops on test development skills as well as robust follow-up monitoring and evaluation mechanism that will assess the extent of application of test development skills.