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The study explored business teachers’ level of Technological, Pedagogical and Content Knowledge (TPACK) in Senior High Schools in the Central Region of Ghana and examined the differences in teachers’ level of TPACK on the basis of some demographic variables using the mixed methods approach. The study used descriptive survey design. Simple random sampling technique was used to select 248 business teachers. Questionnaire was used to gather quantitative data. Mean and standard deviation were used to examine business teachers’ level of TPACK. Moreover, Independent samples t-test was used to examine whether differences exist in teachers’ TPACK and gender. One-way (ANOVA) was also used to examine whether differences exist in teachers’ TPACK based on age. The finding showed that teachers possessed higher Content, Pedagogical and Pedagogical Content Knowledge and moderate Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and TPACK. The study found that there was statistically significant difference in teachers’ TK, TCK and gender in favour of the male teachers. The study concluded that teachers’ high content knowledge, pedagogical knowledge, pedagogical knowledge suggests that teachers seem to focus much on developing these knowledge to the neglect of other vital contemporary skills such the use of technology. This was evident in their moderate level of technological knowledge, technological pedagogical knowledge, technological content knowledge and technological pedagogical content knowledge.  The study recommended that the Ministry of Education through Ghana Education Service and Government should organise refresher courses for in-service teachers to learning the use of technology in teaching.

Blessed gods and the belief in god are unique features in the culture of the Vietnamese community. It can be said that the famous blessed gods are being worshiped all over the territory of Vietnam, such as Hung Vuong (national ancestor), Hai Ba Trung (saint god), Tran Hung Dao (saint god), Lieu Hanh (natural god). In which, worshiping Saint Tran is a form of folk belief in Vietnam, formed through the process of sanctifying and deifying a real historical figure. He became a patron saint for the cause of fighting foreign invaders, protecting the country and helping people to eradicate evil spirits and cure diseases. Within the scope of the article, the author focuses on clarifying the purpose and content of religious activities to worship Saint Tran to show the Vietnamese people’s diversity and richness in their culture and beliefs.

The design and development of a self-instructional course within a Moodle learning management system (LMS) requires consideration of various elements and operational definitions to achieve effective implementation. This study aims to specify, in a practical way, procedures and automation guidelines in Moodle based on the experience of instructional design; and the structuring of online activities through the programming of automated flows by configuring conditional rules and the integration of a virtual assistant to attend general queries with a Chatbot tool named Dialogflow from Google.

The instructional organization has been validated with a design-based research methodology through an iterative development model involving analyzing practical problems, evaluating, testing solutions, documenting, and reflecting on the implemented design principles. This experience proposes in its development three successive versions with continuous improvements of a self-instructional course, with the participation of 300 teachers, who tested the training itinerary, advancing through the sequence of resources and activities according to the programmed conditions.

A method of successive validation with continuous improvements allows identifying elements susceptible to be changed and restructured and analysis tools according to metrics provided by Moodle, verifying the users’ participation and tracking progress based on learning automation processes.

Digital Marketing has gained spectacular popularity amongst the Small and Middle Enterprises (SMEs) in Sarawak. This phenomenon was triggered due to how much they struggled to survive during the recent impact of the Covid-19 pandemic. However, not many among those digital players realize that the abilities in data management are the key to the success of any digital marketing activities. Using “Interest” as the influencing factor, this research would like to measure the performance of Sarawak’s SME digital marketing players through actions that would trigger consumer interest in products or services. Activities such as retargeting, duration, number of visits, up-to-date information, gathering information, and page seen have been proved as activities to be performed on digital marketing platforms to attract viewers’ interest. Using data management capabilities as the mediator, the research concludes that none of the mentioned activities that caused interest related to digital marketing performance. However, data management capabilities are found to mediate the relationship between interest and digital marketing performance.

This study investigates constructing gendered identities and agency through classroom discourse in a foreign language context by drawing on data collected through semi-structured interviews and classroom observations in two Foundation Institutes in the Arabian Gulf. Informed by poststructural feminism, Foucault’s (1972) power relations, and Butler’s (2004) performativity theories, the article investigates how students’ behaviors in the Gulf tertiary classroom affect their academic performance and their personality construction. The findings suggest that the students’ gendered identities were shaped as an effect of their cultural construction, which remarkably affected the way they learn. The findings also illustrate how modern education has a positive influence on learners as a means to mitigate gender sensitivity issues inside the classroom. These findings have implications for educators and curriculum designers that the learner’s identities and agency must be acknowledged in the first place, and the prior knowledge of gender influence on learning can enhance the educational process to be more effective.