THE EXAMINATION OF TEACHERS' PERCEPTIONS OF ORGANIZATIONAL JUSTICE IN TERMS OF DEMOGRAPHIC VARIABLES

This study aims to examine teachers’ perceptions of organizational justice based on various demographic variables. Organizational justice, a crucial factor in ensuring fair and effective institutional functioning, directly influences teachers’ job satisfaction, commitment, and motivation. The research was conducted with 316 volunteer teachers working in public schools in Uşak, Turkey. Data were collected through the Organizational Justice Scale and a Personal Information Form developed by the researchers. The findings revealed that teachers generally perceived a moderate level of organizational justice. Significant differences were found based on gender and professional seniority, with male and more experienced teachers reporting higher perceptions of justice. However, no statistically significant differences were identified based on the number of teachers at the school or the length of service at the current school. These results suggest that teachers’ justice perceptions are shaped by both individual and contextual factors. The study highlights the importance of inclusive, transparent, and equitable administrative practices in fostering a just organizational climate in educational settings.  Article visualizations

PROMOTING MATHEMATICAL ACHIEVEMENT THROUGH CREATIVE THINKING AND STRUCTURED ACTIVITY EXPOSURE IN HIGH SCHOOL EDUCATION

This research explored the relationship between creative thinking skills, exposure to creative activities, and mathematics achievement among 250 Grade seven students in a public high school in Cebu City, Philippines, using a descriptive correlational design. The respondents were identified using simple random sampling. Data were collected using researcher-made instruments on the Creative Thinking Skills and Creative Thinking Activities Exposure Scale, which underwent pilot testing, while Mathematics Achievement was measured using their Fourth Quarter grades. Data were analyzed using descriptive and inferential statistics. Results showed respondents’ moderate creative thinking skills, with high exposure to activities promoting creative thinking skills. On the one hand, the respondents’ mathematical achievement was satisfactory. Moreover, there was a significant moderate positive relationship between the respondents’ creative thinking skills and exposure to creative thinking activities, while no significant relationship between creative thinking skills and mathematics achievement. Similarly, no significant relationship between exposure to creative thinking activities and mathematics achievement was found. Recommendations were made to include creative thinking activities in the curriculum, enrichment programs for students, and teacher training in innovative methodologies.  Article visualizations

AWARENESS OF RHESUS FACTORS AND AVAILABILITY OF SCREENING FACILITIES AMONG ADOLESCENT STUDENTS OF REPRODUCTIVE AGE IN TERTIARY INSTITUTIONS, OSUN STATE, NIGERIA

The study specifically assessed the awareness of Rhesus factors and the availability of screening facilities among female and adolescent students of reproductive age in tertiary institutions. The population for the study was female students of reproductive age in tertiary institutions in Osun State. A descriptive research design was adopted for the study. A multi-stage random sampling technique was used for the respondents’ selection. Data were collected from one thousand two hundred (1,200) respondents in only one of the three senatorial districts in Osun State, with three senatorial districts in Osun State, with the use of a self-designed questionnaire. Experts validated this. The test-retest method was used for the reliability of the instrument and found to be reliable at a 0.87 level of significance. Two objectives, which were transformed into two research questions, were raised with one hypothesis. Data were analyzed using frequency count, percentages, and the chi-square test was used to analyze the hypothesis formulated. Findings revealed that the respondents were aware of the Rhesus factor, but were not aware of the availability of screening facilities for the Rhesus factor. Finally, there was no significant relationship between the awareness level of the Rhesus factor and the awareness level of the availability of screening facilities among adolescent students of reproductive age in tertiary institutions. It is recommended that the government and non-governmental organizations should intensify awareness programmes and sensitize the students through educational materials, workshops, campaigns, seminars, and mass media about the need for reproductive health-related issues.  Article visualizations

THE IMPORTANCE OF PRACTICING THE SPEAKING SKILL FOR STUDENTS OF THE MERCHANT MARINE ACADEMY

The acquisition of speaking skills is not only crucial for the learning of a second language but is quite a complex one. Speaking is fundamental in language learning, particularly in English for Specific Purposes (ESP), where communication in real-life professional fields is essential. For students at the Merchant Marine Academy, developing speaking proficiency in English is highly necessary, as it serves as the international lingua franca. Effective oral communication ensures safety, coordination, and efficiency in multinational crew environments, where miscommunication can be catastrophic. As Hutchinson and Waters (1987) state, "What distinguishes ESP from General English is not the existence of a need as such, but rather an awareness of the need." In this context, Merchant Marine students must actively practice speaking skills to function effectively in their future roles.  Article visualizations

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