DISTANCE EDUCATION: THE PROVISION OF REMOTE PSYCHOLOGICAL SUPPORT IN HIGHER EDUCATION

Modern educational institutions of Higher Education implement various actions to improve the mental health of students, which are based on the use of ICT. Online counseling helps students express their experiences and opinions in both contemporary and asynchronous settings and is a viable solution for counseling adults. The study examines the effectiveness and students' perceptions of the distance psychological counseling service in tertiary institutions. The increasing need to provide mental health services in academic settings, particularly in distance education contexts, prompted this research to analyze the access, satisfaction, and overall impact of these services on student well-being. A quantitative research approach was adopted; data were collected using a set of structured questionnaires, and responses were analyzed using statistical tools such as t-tests and ANOVA to measure various dimensions of service effectiveness. Results suggest that remote counseling helps promote the availability of psychological help specifically for students living in remote or underserved areas, however, there are challenges of technology use and personal involvement that affect overall effectiveness. The research highlights the importance of continuous improvement in service provision and infrastructure development to meet the demands of such a large and diverse student body. Other research recommendations are the thorough study of the implementation of hybrid models of counseling and a more detailed examination of the long-term effects of remote psychological services.  Article visualizations

UNVEILING PEDAGOGICAL INSIGHTS: INVESTIGATING ENGLISH TEACHERS' WRITTEN CORRECTIVE FEEDBACK STRATEGIES

This qualitative phenomenological study explored the lived experiences of twelve English teachers in Davao del Sur, Philippines, concerning student essay correction. Employing purposive sampling, the research investigated the challenges faced, the written corrective feedback (WCF) strategies used, and teachers' perceptions of WCF efficacy. Using thematic analysis and content analysis, the themes were formulated. The teachers' experiences revealed navigating the complexities of balancing encouragement with critique, managing time, and addressing diverse writing issues through strategies like focused feedback and peer review. Their WCF strategies prioritize clarity via simple language and examples, encompassing metalinguistic explanations, direct correction, indirect guidance, and blended approaches. Post-feedback, teachers address clarifications and conduct discussions. Teachers perceived WCF as potentially enhancing engagement, writing improvement, and error correction, emphasizing clarity and contextual relevance. They noted the significant impact of student perceptions and emotions, stressing the need for constructive delivery to nurture a positive learning environment and meaningful writing development. SDG Indicator #4: (Quality Education)  Article visualizations

FROM MOVEMENT TO INCLUSION: THE ROLE OF PHYSICAL EDUCATION IN EARLY CHILDHOOD EDUCATION

Physical education in early childhood education extends beyond the development of motor skills, serving as a key vehicle for promoting inclusion and social integration. Through its experiential, open, and multisensory nature, it provides children with opportunities for expression, interaction, and learning that transcend traditional instructional approaches (Goodwin & Watkinson, 2000; Florian & Black-Hawkins, 2011). Inclusion, as defined in international frameworks (UNESCO, 1994; Booth & Ainscow, 2011), is not limited to mere adaptations of the educational system but entails profound pedagogical and value-based shifts that recognize diversity as a source of enrichment. Within this context, physical education acts as a bridge between children with diverse abilities, experiences, and cultural backgrounds, fostering social cohesion, empathy, and mutual understanding (Block & Obrusnikova, 2007). The integration of multicultural elements—such as traditional dances and games—further supports intercultural education and challenges stereotypes (Florian, 2008). Effective implementation of inclusive practices requires institutional support, adequate resources, and ongoing professional development for early childhood educators (Black-Hawkins, Florian & Rouse, 2007). Teachers are called upon to design flexible and differentiated activities (Lieberman & Houston-Wilson, 2009), to promote values of cooperation and respect, and to act as agents of cultural change (Avramidis & Norwich, 2002). In conclusion, physical education in preschool settings can act as a catalyst for educational and social transformation, laying the groundwork for equality, acceptance, and coexistence. Through this approach, schools can fulfil the mission of providing holistic, equitable, and inclusive education, empowering children to become active, democratic citizens of the future.  Article visualizations

INFLUENCE OF TEACHER COLLABORATION ON USE OF A PLAY-BASED APPROACH IN TEACHING READING IN WUXI-XIEHE BILINGUAL KINDERGARTEN, CHINA

Reading is an important basic academic skill that has a major influence on learning and performance in other subjects. Studies have reported that using play in kindergartens helps learners acquire basic reading skills. Research has demonstrated that in China, there is limited use of play in kindergartens. Since teachers are key players in kindergarten learners’ experiences, it was important to establish the teacher factors that accounted for the limited use of play in kindergartens. This study sought to explore how teacher collaboration influences the use of a play-based approach in teaching reading in Wuxi-Xiehe Bilingual Kindergarten, China. The study was anchored on the Cognitive Theory of Development by Vygotsky (1978). A descriptive research design was applied, and the study targeted a population of 37 individuals from whom a sample of 13 respondents, comprising one head teacher and 12 preschool teachers, was obtained. A questionnaire, an observation checklist, and an interview schedule were used to collect data. Quantitative data were analyzed using descriptive statistics that included frequencies and percentages, while the qualitative data were analyzed thematically. The findings showed that the majority (46.2%) of the teachers occasionally engaged in team inquiries and collaborative decision-making regarding teaching methods. Additionally, the study established a strong correlation(r=0.884, p=0.001 <0.005) between teacher collaboration and their use of play as a teaching approach. The study concluded that there was partial adoption of teacher collaboration in Wuxi-Xiehe Bilingual Kindergarten, which could negatively affect the implementation of play-based strategies for teaching reading. The study recommended that teachers should continue to foster collaborative professional learning, especially collaborative learning, on both structural and educational processes.  Article visualizations

THE PSYCHOLOGICAL BENEFITS OF LEARNING MARITIME ENGLISH FOR STUDENTS OF MERCHANT MARINE ACADEMIES

This qualitative research explores the psychological benefits experienced by fifth-semester students at a Merchant Marine Academy through learning Maritime English. Through in-depth interviews with 50 students and thematic analysis, this study identifies four major psychological effects: increased communication confidence, reduced language anxiety, enhanced professional motivation, and a strengthened sense of global identity. Findings suggest that Maritime English learning not only improves communication skills but also supports the emotional and psychological preparedness of students for global maritime careers.  Article visualizations

ENEMIES OF PROGRESS: PERSPECTIVES ON BARRIERS TO EFFECTIVE UNIVERSITY-COMMUNITY ENGAGEMENT TOWARDS CLIMATE CHANGE ACTION AT NDEJJE UNIVERSITY, UGANDA

Climate change remains a crucial threat to sustainable development, particularly in African contexts that are at more risk of its effects and more vulnerable to its impacts. While Higher Education Institutions (HEIs) in Uganda have made some commendable steps in structuring missions and frameworks for enhancing climate change action, such structures remain scattered in several documents, making it difficult to track, conceptualize, and effectively implement through universities’ third mission of community engagement. This paper provides an understanding of barriers to effective university community engagement towards climate change action and effective mainstreaming of climate change in engagement programs. The findings in this paper are based on data generated through document analysis, interviews and focus group discussions with university staff, students and community leaders at and around Ndejje University in Luwero district, Uganda. Data was analysed using Braun and Clarke’s (2006) thematic analysis approach with the help of MAXQDA software. The researchers observe various challenges that the implementing units at the case university face. These included institutional constraints, resource-related barriers, COVID-19 and its impacts, myths and misconceptions about climate change. These challenges highlighted the gaps that still exist in many African universities’ efforts towards community engagement that need immediate attention. Indeed, these university community engagement barriers decelerate university community engagement efforts towards climate change action in the Ndejje community. It is hoped that these findings may be useful for university management, stakeholders, and other policymakers in finding practical and relevant solutions to these established contextualised challenges leading to the effective delivery of community engagement programs and climate change mitigation and adaptation programs.  Article visualizations

FLIPPED CLASSROOM IN TERTIARY ACCOUNTING EDUCATION

Accounting education is constantly affected by the developments taking place in the global competitive environment, which is looking for more modern teaching methods. The need to align higher accounting education with business requirements forms a new framework that promotes experiential learning, enhancing the application of theory in practice with realistic scenarios. The flipped classroom approach has been found to contribute to institutional issues in university education with particularly good results. Even today its examination is a significant challenge, especially in accounting courses. The purpose of this paper is to investigate the flipped classroom in order to identify its impact on higher accounting education. The research is a bibliographic article which focuses particularly on its application. The findings show that the flipped classroom with the creation of video-lectures helps to better understand basic accounting concepts, while at the same time providing students with the opportunity to review the video-lectures before the course. The role of accounting professors in this particular teaching approach is encouraging. Also, the professors have the role of the pedagogue who deals with the redesign of the courses, in order to largely cover the modern needs of the students. Interactive e-activities before and after class, for the most part, correlate with Bloom's Taxonomy, aiming to improve the time management, overall educational experience and attitudes of accounting students. The results as a whole recommend the flipped classroom as a modern pedagogical approach that promotes active student participation, high learning outcomes and student satisfaction, even in large audiences.  Article visualizations

THE EFFECT OF 8-WEEK FAST STRENGTH TRAINING ON MIXED MARTIAL ATHLETES AND BOXERS

Objective: The aim of this study was to investigate the effect of 8-week explosive strength training on competitive MMA athletes and Boxers. Subjects were of mean age 22.63±5.45 years, and the experience of training mean 10.40±2.62. Method: In this study, a total of 32 athletes participated in the training as competing athletes in KDS and boxing branches of GNP Sports Club. The KDS and Boxing groups consisted of 16 people, each of which was an experimental and a control group. Before and after trainings, Bench Press, Bench Pull, Squat 1 RM tests, Vertical Jump, Anaerobic Power and Hextagon Agility tests were taken. While the control groups continued their technical trainings, the experimental groups carried out explosive strength training 3 days a week for 8 weeks in addition to technical training. The data obtained were analyzed in the SPSS 22.0 package program. Results: At the end of the 8-week period, when experimental group pre- and post-test values were compared in 1 RM Bench Press, Squat, Bench Pull and Vertical Jump values, statistically significant difference was found (p<0.05). In the boxer experimental group, in 1 RM Bench Press, Squat, Bench Pull, Vertical Jump, Hextagon Agility test values statistically significant difference was found (p<0.05). 1 RM test Squat, Bench Pull, Vertical Jump values of both experimental groups statistically significant differences were found. (P> 0.05). There was no statistically significant difference between 1 RM Bench Press and Hextagon Agility test values (P> 0.05). In the control groups, there was no statistically significant difference in the values of 1 RM Squat, Bench Pull, Vertical Jump, Hextagon Agility test (p> 0.05). In the 1 RM Bench Press test, a statistically significant difference was found (P> 0.05). Conclusions: As a result, 8-week fast strength training applied to the experimental groups of boxers and MMA athletes 1 RM Bench Press, Bench Pull and Hextagon Agility, has been developed to improve the values. 1 RM Squat and Vertical jump test values did not improve.  Article visualizations

PROFESSIONAL COLLABORATION AND PEDAGOGICAL SKILLS AMONG MATHEMATICS TEACHERS IN THE IMPLEMENTATION OF THE NATIONAL LEARNING CAMP (NLC)

In the context of education, teachers are being challenged in imposing their pedagogical skills. Moreover, professional collaboration is essential since it influences teachers’ pedagogical skills. This descriptive-predictive quantitative analysis included 60 randomly selected mathematics teachers from various secondary schools across Digos City who are part of the National Learning Camp (NLC) EOSY 2022-2023. The adopted questionnaire was answered using a 5-point Likert scale. Based on the findings, the level of professional collaboration and pedagogical skills among mathematics teachers was very high. It implies that professional collaboration and pedagogical skills are always observed. Based on the correlation analysis using Pearson Correlation Coefficient or Pearson’s r, the results revealed that there is a significant relationship between professional collaboration and pedagogical skills among mathematics teachers. Regression analysis predicting pedagogical skills through professional collaboration revealed that professional collaboration is a significant predictor of pedagogical skills. It indicates that an increase in professional collaboration is an increase in pedagogical skills. The study recommends that future researchers determine other predictors that could be significant in the teacher’s pedagogical skills.  Article visualizations

COGNITIVE EFFECTS AND EMOTIONAL IMPACT OF AN INTERGENERATIONAL INTERVENTION ON OLDER ADULTS AND SCHOOL-AGE CHILDREN

Intergenerational interventions have traditionally focused on cognitively healthy older adults or those with dementia, with no known studies specifically targeting older adults with Subjective Cognitive Decline (SCD). This study aimed to evaluate the effects of an intergenerational intervention involving both children and older adults with SCD, who participated as "teachers." Twenty-eight retired teachers were divided into three groups: (a) an experimental group, (b) a control group participating in other cognitive training programs, and (c) a control group with no intervention. All participants were affiliated with the Greek Association of Alzheimer’s Disease and Related Disorders in Thessaloniki, Greece. Additionally, eighteen 7-year-old students were assigned to either an experimental or a control group. Neuropsychological assessments were administered to the older adults, while the children completed tests measuring verbal and non-verbal intelligence. Quantitative results showed that children in the experimental group demonstrated improvements in reading, vocabulary, and mathematical skills. Older adults in the intervention group showed enhanced everyday functional abilities. Qualitative data further revealed a positive emotional response to the program in both age groups. In conclusion, intergenerational interventions appear promising for improving cognitive and functional outcomes in older adults with SCD and cognitive development in young children, while also strengthening intergenerational bonds, promoting mutual understanding, and fostering emotional engagement with the program.  Article visualizations