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This study explores the evolution and dynamics of Sino-foreign cooperation in Chinese universities, delineating its historical progression through three distinct stages. Beginning in the 1980s, collaborative initiatives with the United States, Japan, Germany, France, Britain, Canada, and Hong Kong laid the foundation for subsequent developments. The shift towards prioritizing academic education, particularly in professional fields, marked the second stage (1995-2003). The third stage (2003-present) witnessed continuous improvement, increased scale, and the integration of modern educational means, including online and distance education. The study employs qualitative analysis, utilizing interviews with four managers of Sino-foreign cooperative schools. The objectives of the study are to understand the meaning of Sino-foreign cooperation, discuss the tendency of the development mode of Sino-foreign cooperation and suggest the development of Sino-foreign cooperation on education. Results reveal the diverse perspectives on the meaning of Sino-foreign cooperation, emphasizing leadership roles, negotiation skills, curriculum design, and teaching methods. Preferences for development modes vary among respondents, with some favoring joint courses for systematic professional knowledge, and others preferring independent colleges for systematic planning, and the choice is influenced by factors like student numbers. Suggestions for future development include designing attractive courses, fostering active student participation, providing cross-cultural training, establishing a stricter quality assurance system, and ensuring compliance with international cooperation policies and regulations. In conclusion, the study provides insights into the historical progression and current dynamics of Sino-foreign cooperation in education. The recommendations underscore the need for a holistic approach, considering student engagement, cultural competence, and adherence to international standards to ensure sustainable and effective collaboration in education.

English-speaking anxiety presents a considerable challenge for non-native English-speaking freshmen in higher education, impacting their academic performance, classroom engagement, and self-confidence. Despite the importance of English proficiency for academic success and career readiness, many Filipino students struggle with significant anxiety in speaking English, especially in classroom settings. Building on Horwitz et al.’s (1986) Foreign Language Anxiety theory and using data collected from 206 respondents, this study found that classroom environment has the most substantial impact on language anxiety, with elements such as classroom dynamics, peer interactions, and physical settings shaping the overall learning atmosphere. Learner characteristics, including personal traits and responses, also affect anxiety levels, though their influence is less pronounced compared to environmental and instructional factors. Teacher influence, encompassing teaching methods, feedback style, and the ability to create a supportive environment, further contributes to anxiety levels. The study highlights the need for a balanced approach that considers each factor to effectively manage and reduce language anxiety.

The purpose of this study is to determine the level and determine the relationship and influence between job satisfaction and early retirement aspirations of primary school teachers in Perak. This study uses a quantitative approach through survey methods in collecting data. A total of 379 respondents from primary schools in twelve districts in Perak were surveyed using the stratified random sampling method. The data have been statistically analyzed, descriptive and inferential. The findings showed that the level of job satisfaction was high (mean=3.97, sd=0.40) while teachers’ desire to retire early was low (mean=2.32, sd=0.78). There are also differences in job satisfaction levels based on the location of the place of service. The variables of early retirement intention also showed differences in the level of demographic factors, location, place of service and also the length of service of the respondents. Next, there was a moderately strong but significant negative relationship between the two variables (r=-0.31, p<.05). In conclusion, only three of the seven hypotheses of the studies tested failed to be rejected because they showed insignificant values.

This study was located in the interpretive paradigm. Interpretive research paradigm involves a qualitative approach to inquiry that seeks to understand and interpret the meanings individuals ascribe to their lived experiences, interactions and social phenomena. The study investigated administrators’ practices towards the inclusion of learners with special education needs in three selected regular schools of Livingstone district.  The objective of the study was to establish school administrators’ practices employed to promote the inclusion of learners with special education needs in regular schools. A qualitative case study design was used. The sample comprised 14 participants; 3 head teachers, 3 deputy head teachers, 3 senior teachers and 5 class teachers.  Data were collected through interviews, focus group discussions and observation check list. Participants were selected through use of homogeneous and expert purposive sampling technique. Analysis of data was done thematically. The study revealed that the most common school administrators’ practices were monitoring, coaching, sensitization and enrolling of learners with special needs in the schools. Through monitoring, the administrators made sure that teachers used the right pedagogies in order to meet individual learners’ needs. Administrators ensured that all learners were treated in the same way regardless of their individual differences. The school administrators sensitized the school community on matters concerning different disabilities. Coaching was done regularly after every monitoring. It was evident that enrolment of learners with disabilities in regular schools was done without following the rightful procedures leading to wrong placement of such learners. All learners were expected to move at the same pace to achieve the set objectives of the lesson which often disadvantaged the learners with disabilities. The study recommends that school administrators should continue sensitizing the school community on matters of disabilities. School administrator should be trained in special and inclusive education. Ministry of Education should provide necessary equipment and materials needed by learners with disabilities in schools.

A bank is a business entity whose primary activity is to collect funds from the public in the form of deposits and distribute them as loans or other forms of credit to maintain economic stability and improve the welfare of society. The purpose of this research is to examine several factors that contribute to customer loyalty. This study can be classified as descriptive research, utilizing questionnaires as the primary data source through Google Forms. The subjects of this research are 200 customers of Bank Central Asia in Surabaya. This study can be classified as descriptive research, utilizing questionnaires as the primary data source through Google Forms. The subjects of this research are 200 customers of Bank Central Asia in Surabaya. The conclusion of this research is that service quality, company image, customer trust and brand reputation significantly influence customer satisfaction and customer loyalty. Each element is interconnected and must be managed in an integrated manner to achieve optimal outcomes.