HORIZONTAL DEPLOYMENT: THE PLIGHT OF BTVTED GRADUATES TEACHING CORE SUBJECTS IN PUBLIC SECONDARY SCHOOLS IN TAGUM CITY, PHILIPPINES

This paper aimed to discern the lived experience of BTVTED graduates handling core academic subjects in public secondary schools, empirically identify the challenges, adaptive strategies, and insights that would add to the growing body of knowledge in out-of-field teaching. This study examined the lived experiences of 12 BTVTED graduates, selected via purposive sampling, using a phenomenological approach and Colaizzi's six-step descriptive method. The researchers used a two-pronged approach to gather data and obtain these opinions: five participants participated in a focus group discussion (FGD), and the remaining seven provided in-depth interviews (IDI) to provide in-depth viewpoints. The data emerged 13 themes: pedagogical adjustment difficulties, systemic curriculum-related challenges, gaps in content mastery; professional identity struggles and self-doubt; pressure from student expectations; resourcefulness and continuous learning; leveraging technology and digital tools; adapting Tech-Voc approaches to core subjects; collaborative and peer-supported strategies; intensive lesson preparation and adaptation; flexibility and professional identity transformation; pedagogical growth and enhanced effectiveness; and system-level insights and reflective practice. These suggest that peer mentoring and seminars, the formal integration of adaptive strategies through training, and an intensive review of DepEd's hiring and deployment guidelines are key recommendations to address this phenomenon. Moreover, future research studies on this topic may be conducted in various dimensions to explore the broader prevalence of this phenomenon

PROMOTING COGNITIVE READING STRATEGIES ON READING COMPREHENSION SKILLS ENHANCEMENT

This research explored the relationship between the Grade 8 students’ cognitive reading strategies and reading comprehension skills at Cordova National High School in Cebu, Philippines, for the school year 2025-2026 using a descriptive-correlational design. There were 215 respondents who were chosen using simple random sampling. They were asked to answer the survey questionnaires, gathering information about their cognitive reading strategies, and their reading comprehension skills were assessed using the standardized reading skills assessment tool. The results showed the respondents had very good cognitive reading strategies, and most of them were independent readers. On the other hand, there was no significant association between the cognitive reading strategies of the respondents and their reading comprehension skills. The results provide significant insights into the importance of utilizing cognitive reading strategies that would reinforce reading comprehension among students. Thus, it is highly recommended that the school administrators and teachers develop programs that will enhance the cognitive reading strategies of the students to address the concerns about the reading comprehension skills of the students

REUSSITE ACADEMIQUE DES ETUDIANTS-PARENTS DE L’UNIVERSITE PEDAGOGIQUE NATIONALE (UPN)-RDC

Les étudiants-parents de la République Démocratique du Congo évoluent dans un système d’éducation traditionnellement conçu pour les étudiants qui n’ont pas d’obligation familiale et professionnelle, alors que leur situation et statuts sociaux se distinguent nettement de ceux d’autres étudiants. Au regard des responsabilités parentales, charges professionnelles et exigences académiques dont ils font face, quelques-uns de l’Université Pédagogique Nationale ont été librement interviewés dans le cadre de la présente étude. A l’issue des échanges avec cette catégorie d’étudiants, il ressort que la conciliation couplée : ménage-études, travail-études, période de grossesse-études, maternité-études combinée des stratégies d’harmonisation et de coordination de la vie familiale, professionnelle et estudiantine est la base de réussite académique des étudiants-parents de l’Université Pédagogique Nationale de Kinshasa-RDC.Student-parents in the Democratic Republic of Congo operate within an education system traditionally designed for students without family or professional obligations, despite the fact that their situation and social status differ significantly from those of their peers. Given the parental responsibilities, professional workloads, and academic requirements they face, a selection of students from the Université Pédagogique Nationale (National Pedagogical University) were interviewed for this study. The findings indicate that the successful balancing of multiple spheres—household-studies, work-studies, pregnancy-studies, and maternity-studies—combined with specific strategies for harmonizing and coordinating family, professional, and academic life, forms the foundation of academic success for student-parents at the Université Pédagogique Nationale in Kinshasa, DRC

GREENING ASSESSMENT METHODS FOR SUSTAINABILITY IN INSTITUTIONS OF HIGHER LEARNING: PRACTICES, CHALLENGES, AND THE WAY FORWARD IN THE HIGHER INSTITUTIONS IN GWERU, ZIMBABWE

The global sustainability agenda has heightened expectations for Institutions of Higher Learning (IHLs) to integrate environmentally responsible practices across teaching, learning, and assessment. While considerable attention has been paid to greening curricula and campus operations, assessment practices remain largely under explored despite their significant environmental footprint. This study examined the extent to which assessment methods were being “greened” in selected higher education institutions in Gweru, Zimbabwe, focusing on existing practices, institutional challenges, and opportunities for sustainable transformation. Guided by Sustainable Assessment Theory and Institutional Theory, the study adopted a mixed-methods approach to gather data from academic staff on assessment practices, perceptions, and institutional support structures. Findings revealed a persistent reliance on paper-based assessments, driven by technological constraints, inadequate training, policy–practice gaps, and entrenched institutional cultures, despite high awareness of sustainability goals and strong support for digital assessment methods. The study identified a critical disconnect between normative commitments to sustainability and the institutional capacity to operationalise green assessment practices. It concluded that effective greening of assessment required coordinated policy reform, targeted capacity building, and strategic investment in technological infrastructure. The study contributes empirical evidence from an urban Zimbabwean context and offers practical recommendations to align assessment practices with sustainable development goals in higher education

INCLUSIVE EDUCATION AS A SYSTEMIC AND CULTURALLY RESPONSIVE CONSTRUCT

Inclusive education has received broad support and recognition both theoretically and empirically, yet its definition and implementation have been multifarious and context-dependent. Typically, inclusive education has been defined and measured by placement-based indicators that focus narrowly on physical access to general education environments without adequate consideration of instructional quality, cultural responsiveness, and learner belongingness. This conceptual paper argues that these narrow definitions and implementations of inclusive education limit research and practice by failing to capture the systemic and relational aspects of inclusion. This paper, which draws upon both the Social Model of Disability and culturally responsive teaching theories, critically examines literature from across the world, including the U.S. and Kenya, to redefine inclusive education as a systemic, instructional, and cultural construct. This paper critically examines the intersections between disability, culture, language, and identity. It highlights the limitations of compliance-based approaches to inclusive education. It offers a different and more viable definition and implementation of inclusive education based upon (a) the elimination of systemic barriers, (b) the promotion of learner identity, and (c) mutual instructional responsibility

DIGITAL READING AND COMPREHENSION PLATFORM IN EFL: ENGAGEMENT PATTERNS AND GRAMMAR OUTCOMES

This study examines patterns of engagement with a digital reading and comprehension platform among EFL learners at two proficiency levels (B2 and C1) and explores the relationship between platform-based performance indicators and formal grammatical achievement. The participants were 44 university-level EFL students who used the same digital platform over the course of one academic semester. Platform data included the total number of completed quizzes, accumulated knowledge points, quiz success rates, and average platform level, while grammatical achievement was measured using final course grades. The results revealed statistically significant differences between proficiency groups in engagement intensity, with C1 students completing more quizzes and accumulating higher knowledge point totals than B2 students. No significant differences were found in quiz success rates or average platform levels. Correlational analyses showed no statistically significant associations between individual platform variables and grammar grades in either group. However, distinct patterns emerged across proficiency levels. In the B2 group, grammar grades showed weak positive tendencies in relation to measures of task quantity, whereas in the C1 group, relatively stronger tendencies were observed for performance-related indicators such as quiz success rate and average platform level. Multiple regression analyses further indicated that platform engagement variables did not significantly predict grammar course grades when considered simultaneously. Overall, the findings suggest that the relationship between digital platform engagement and grammatical achievement is indirect and mediated by learner proficiency, highlighting the need to distinguish between quantitative and qualitative dimensions of digital engagement in EFL contexts

THE EFFECTIVENESS OF THE PHYSICAL EDUCATION CURRICULUM FOR BASKETBALL FOR STUDENTS AT THE UNIVERSITY OF MEDICINE AND PHARMACY AT HO CHI MINH CITY, VIETNAM

Physical education plays a key role in the comprehensive development of students. This program not only helps improve physical health and enhance fitness but also cultivates life skills, discipline, teamwork ability, resilience, emotional balance, and stress reduction. The purpose of the research is to identify tests to evaluate the effectiveness of the physical education program in basketball for students at the University of Medicine and Pharmacy, Ho Chi Minh City, Vietnam. The research employs conventional methods in the field of physical education research, such as literature synthesis and analysis, interviews, pedagogical assessments, and statistical mathematics to address the research objectives. Research subjects included 789 (490 male, 299 female) first-year students, 19 years old, from the University of Medicine and Pharmacy, Ho Chi Minh City, Vietnam, and 16 professionals, managers, and physical education lecturers. The research results identified 06 fitness assessment tests for students at the University of Medicine and Pharmacy, Ho Chi Minh City, including: Run 30 m xpc (s), sit-ups (30 s/reps), standing long jump (cm), jump rope for 2 minutes (reps), flexibility test (cm), and shuttle run 4 x 10 m (s). The evaluation results show that the 30-session (1 credit) basketball physical education program is effective in developing the physical fitness tests of students at the University of Medicine and Pharmacy, Ho Chi Minh City (5 out of 6 tests for females and 4 out of 6 tests for males)

THE DIGITAL TRANSFORMATION OF TENNIS: A HOLISTIC ANALYSIS FROM ATHLETE TRAINING TO THE FAN EXPERIENCE

This research examines the multifaceted digital transformation of tennis, analyzing the impact of new technologies on four key pillars: athlete training and performance, officiating and "smart" courts, fan experience and engagement, and emerging business models and governance. The integration of Artificial Intelligence, the Internet of Things through wearable sensors and "smart" equipment, and blockchain technology is radically reshaping how the sport is trained, played, watched, and managed. Technologies such as motion analysis systems, "smart" racquets, electronic officiating systems, personalized content platforms for fans, and Non-Fungible Tokens are analyzed. The research demonstrates that while these technologies offer unprecedented opportunities for performance optimization, objectivity in officiating, and deeper fan connection, they also present challenges related to adoption, regulation, commercial viability, and the need for unified governance. The research concludes that successfully navigating this new landscape requires a strategic approach that balances innovation with tradition, ensuring that technology acts as an enhancing factor for the sport rather than an end in itself

LECTURE PSYCHOLOGIQUE DES COMPORTEMENTS ATYPIQUES ET DIVERSIFIES DE LA POPULATION DE KINSHASA A LA SUITE DE LA COVID-19

La pandémie de COVID-19 a profondément marqué les sociétés humaines, affectant non seulement l’économie et la politique, mais également la santé mentale. À Kinshasa, les mesures de confinement, la peur de la contamination et l’incertitude ont provoqué des manifestations psychologiques et comportementales atypiques, telles que l’anxiété sévère, la dépression, l’hypersensibilité ou l’isolement social. Ces réactions traduisent une fragilité psychique et soulignent l’importance d’une analyse psychologique des comportements de la population kinoise. L’étude visait à identifier les principaux troubles psychologiques développés pendant la pandémie, à caractériser le niveau et le type d’anxiété, et à proposer une lecture psychologique des comportements atypiques et diversifiés. Les résultats montrent que l’anxiété était principalement psychique, accompagnée de troubles de l’humeur, de difficultés de concentration et de manifestations somatiques telles que palpitations, troubles musculaires et gastro-intestinaux. Ces effets multidimensionnels exposent la population à un risque accru de troubles chroniques et nécessitent une prise en charge intégrée combinant interventions psychologiques, soutien social et suivi médical. La recherche met en lumière la nécessité d’adapter les stratégies de santé publique aux réalités locales, en tenant compte des facteurs culturels, sociaux et économiques. Elle invite à considérer l’impact psychologique des crises sanitaires comme un enjeu central de santé publique, en renforçant la prévention, la sensibilisation et la résilience communautaire face aux situations de stress prolongé.The COVID-19 pandemic profoundly affected human societies, impacting not only the economy and politics but also mental health. In Kinshasa, confinement measures, fear of infection, and uncertainty led to atypical psychological and behavioral manifestations such as severe anxiety, depression, hypersensitivity, and social withdrawal. These reactions reflect psychological fragility and highlight the importance of analyzing the population’s behaviors from a psychological perspective. This study aimed to identify the main psychological disorders developed during the pandemic, characterize the level and type of anxiety, and provide a psychological interpretation of atypical and diverse behaviors. The results show that anxiety was mainly psychological, accompanied by mood disorders, concentration difficulties, and somatic symptoms such as palpitations, muscle, and gastrointestinal disturbances. These multidimensional effects expose the population to an increased risk of chronic disorders and require integrated care combining psychological interventions, social support, and medical monitoring. The research highlights the need to adapt public health strategies to local realities, taking cultural, social, and economic factors into account. It emphasizes that the psychological impact of health crises should be considered a central public health concern, strengthening prevention, awareness, and community resilience in the face of prolonged stress.   Article visualizations

ORGANIZATIONAL CULTURE AND CHARISMATIC LEADERSHIP OF SCHOOL HEADS AS DETERMINANTS OF WORK ENGAGEMENT AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS

The primary aim of the study is to identify whether organizational culture and charismatic leadership of school heads are determinants of work engagement of teachers. Utilizing a non-experimental, quantitative design using the descriptive correlation technique, data were obtained from 310 respondents who are public elementary school teachers from the 2 identified districts-Baganga North and Baganga South. The researcher utilized the total enumeration sampling technique and the statistical tools mean, Pearson r, and regression analysis. From the results of the study, it was found that there are very high levels of organizational culture, charismatic leadership, and work engagement. Moreover, there is no significant relationship between organizational culture and work engagement. Also, there is no significant relationship between charismatic leadership and work engagement. Further, organizational culture and charismatic leadership are not significant determinants of work engagement.  Article visualizations