Impact of Environmental, Social and Governance Factors on Company Success in Selected Coal Companies in Shanxi Coking Coal Group: Basis of a Strategic Business Model

This research investigated the environmental, social and governance (ESG) practices of selective coal companies in Shanxi, China, including the primary factors that impact company success, particularly contributions to the betterment of environment, the well-being of social communities and governance with respect to sustainability. A self-crafted survey questionnaire was floated to five selected subsidiaries of Shanxi Coking Coal Group, a topnotcher coal producer in the Chinese coal industry. The researcher gathered data on the degree of implementation of ESG management practices. Applying descriptive and inferential statistics enabled the researcher to weigh the ESG factors that impacted on their “company success” and from the results, designed an operational model for the Shanxi coal subsidiaries. The findings of the study showed that addressing environmental issues was not a priority concern among the Shanxi coal subsidiaries even though the government imposed draconian measures. Meanwhile from the multiple regression results, the research yielded significant environmental, social, and governance variables that impact company success, namely, efficient use of water, employee rewards and recognition and generous compensation. In addition, statistical results yielded a Business Strategy Model that can serve as a conceptual framework for coal companies implementing ESG practices for sustainable development. The model can be used for further research

Humanism Enhancing Student Motivation in History Learning Through AI-Driven e-Cooperative and e-Collaborative Methods in Rural Education

This research explores the influence of AI-based e-cooperative and e-collaborative approaches on boosting student motivation in history education in rural areas. Through the integration of primary data obtained from student surveys and teacher interviews, quantitative indicators of academic achievement, and qualitative insights from case studies, the study emphasizes how AI-driven platforms customize learning experiences, encourage peer collaboration, and enhance engagement. Results show that collaboration enhanced by AI boosts participation levels, enhances historical awareness, and fosters a sense of togetherness among students in distant regions. The research highlights the ability of AI to revolutionize history education by enhancing interactivity, accessibility, and engagement for students in disadvantaged rural areas

The Dynamics of Vulnerability, Agency and Mental Health Challenges among Students

Students in higher education face challenges stemming from academic, financial, and social stressors, which can have a significant impact on their mental health and well-being. However, the influence of students' vulnerability and agency on mental health has not been fully examined. This study aimed to investigate the relationships between vulnerability, agency, and mental health challenges among students at South Cotabato State College, focusing on academic, financial, and social dimensions. The study employed a descriptive-correlational design, with 280 students selected through stratified random sampling. The Spearman rank correlation coefficient was used to analyze the data. Results indicated a strong positive correlation between vulnerability and mental health challenges, suggesting that higher vulnerability levels are associated with greater mental health struggles. In contrast, agency showed a very weak negative correlation with mental health challenges, indicating that although students exhibited high levels of agency, it did not significantly reduce mental health issues. These findings imply the need for comprehensive support systems that address vulnerabilities, especially in academic, financial, and social contexts, while also considering students' agency in relation to broader environmental factors. It is recommended that educational institutions integrate targeted programs that mitigate vulnerability and support mental health without solely relying on individual attributes. Further research could expand on these findings by examining additional variables influencing student well-being

Instructional Music Videos: Their Effect on Reading Comprehension Skills among Struggling Readers

Reading comprehension plays a vital role in a student's success, and improving this skill is a key goal for teachers. This study investigates the effectiveness of using instructional music videos to help struggling readers at President Quirino National High School enhance their reading comprehension. The aim was to determine whether music videos could help students better understand and retain what they read. Before the intervention, the reading was valued of both Group A and Group B were fair. Group A had an average score of 15.76, while Group B scored slightly higher with 15.84 out of 30. After the instructional music videos were introduced, both groups took several tests to track their progress. Using ANOVA to analyse the data, the study found significant differences in the test scores of both groups. Group B, which was exposed to the music video intervention, showed a notable improvement, scoring higher than Group A. These findings suggest that instructional music videos can be an effective tool for improving reading comprehension skills. By using music videos, struggling readers were able to better engage with the material and increase their understanding. This study highlights the potential of incorporating multimedia tools in education to support students' learning and help them succeed in reading comprehension

Learning Styles in English Subjects and Students’ Academic Performance at Sultan Kudarat State University

Understanding different learning styles in education is critical for effective teaching and personalized learning, given their significant influence on academic performance. A misalignment between students’ preferences   and instructional methods, particularly in English subjects, can impede comprehension and contribute to academic decline. This study investigated the relationship between learning styles in English subjects and academic performance among students at Sultan Kudarat State University. Specifically, it aimed to identify the predominant learning styles and academic performance of 2nd year BSED English students and assessed how they impacted academic outcomes. Employing a descriptive-correlational approach, the study involved total enumeration sampling of 2nd year English significant students. It utilized statistical measures such as frequency, percentage, mean, standard deviation, and chi-square for data analysis. Findings revealed that students’ most dominant learning styles were visual in perceptual and individual in social learning. Some students exhibited a combination of visual with group or auditory learning, suggesting adaptability to various teaching methods. Despite commendable academic performance, no significant correlation was found between dominant learning styles and academic achievement. These results may advance current knowledge on the various ways that students choose to study English and emphasize the value of individualized instruction and assistance to meet each student’s specific learning requirements

Perspectives of Stakeholders from Indian Secondary Schools about Conducting Board Examinations Twice a Year

Board examinations play a vital role in the academic journey of students and significantly influence teachers' responsibilities. However, the current examination system has been criticized for contributing to student stress, anxiety, inconsistent grading, and over-reliance on rote learning, which has led to a decline in public trust. To address these challenges, the introduction of conducting board examination twice a year, recommended by the National Education Policy (NEP) 2020 and National Curriculum Framework-School Education (NCF-SE)2023 represents a major reform in the education system. This study investigates the perspectives of stakeholders on conducting board examinations twice a year in Khurda district, Odisha, India. A descriptive research design and survey method were employed, with a randomly selected sample consisting of schools, head-teachers, teachers, and students. The total sample comprised 10 head-teachers, 100 teachers, and 200 students. The findings indicate that 78.18% of participants believe board examinations twice a year would reduce student stress, 81.81% agree it provides better preparation opportunities, and 86.36% think frequent and timely feedback fosters academic growth. However, 50% of stakeholders expressed concerns about increased teacher workload. Students supported conducting board examinations twice a year, believing it would encourage consistent study habits, reduced stress, and fostered a growth mindset. However, concerns were raised about resource inequalities benefiting well-supported students. These results underscore the potential benefits and challenges of implementing board examinations twice a year, offering valuable insights for policymakers and educators in shaping future examination reforms

Humanism Versus Devilsm: Religious Identities in Brontë's Wuthering Heights

Wuthering Heights by Emily Brontë is a Gothic masterpiece that intricately explores love, vengeance, class, and identity within the desolate Yorkshire moors. Religion emerges as a complex force shaped by the characters' moral, social, and psychological landscapes. Using Gothic Criticism and a comparative religious approach, this study examines how Christianity, Judaism, and Islam influence the novel’s themes and conflicts. At the heart of this exploration is Heathcliff, a figure straddling humanity and Satanism. His defiance of divine authority and supernatural bond with Catherine position him as both a Gothic antihero and a theological enigma. Through characters like Heathcliff, Joseph, and Catherine, Brontë questions faith, free will, and morality, challenging Christian traditions. The study analyses religious elements in the novel, highlighting faith as both a source of comfort and control. The final chapter scrutinizes Heathcliff’s ambiguous identity through scriptural references and Gypsy traditions, assessing his human and devilish aspects. By examining Gothic elements alongside religious themes, this research reveals the profound spiritual and existential dilemmas embedded in Wuthering Heights. Ultimately, it argues that religion is not merely a backdrop but a central force shaping character identities, conflicts, and resolutions in Brontë’s dark and tumultuous narrative

The Impact of Linguistic Imperialism on Indigenous Languages in Iraq: A Case Study of Language Policy and Preservation

The present study looked into the effects of linguistic imperialism, specifically, the dominance of English, on the preservation and revitalization of indigenous languages in Iraq. Tapping into a phenomenological study, using interviews, the study recruited 30 students enrolled at a university in Baghdad, majoring in different fields of study. Half of the participants were Assyrian and half were Armenian native speakers, with an age range of 20-22 years old and equal numbers of male and female. Thematic analysis was used to analyze the data through open, axial, and selective coding. The linguistic imperialism has impacted Assyrian and Armenian languages in Iraq in a very complex manner. These villages are resistant, and through different cultural activities or family traditions, they try to keep their languages alive; however, the prevalence of English in schools makes the young generation feel displaced. This is the pressure that makes them give more importance to English, leading to lesser exposure and fluency in Assyrian and Armenian-especially now, when the education system is giving more emphasis to English, besides Arabic. The given study underlines urgent policy changes to be made for the promotion and support of indigenous languages in Iraq. The current policies need a re-evaluation in order to keep the life preserved, which gives priority to Arabic and English. Inclusion of indigenous languages into education, resource allocation for learning a language, and the use of social media for revitalization are the crucial steps toward preserving these treasures

Knowledge, Attitude, and Practices of Araling Panlipunan Teachers Towards Reflective Approach: An Input for Learning Action Cell

As online, blended, and face-to-face instruction modalities are getting more popular, reflective approaches to instruction could improve learning outcomes in the Philippines. This shift demands that educational approaches be critically reevaluated. Enhancing the quality of instruction in the Araling Panlipunan subject requires an understanding of teachers' reflective approach-related knowledge, attitudes, and practices (KAP). Offering insights into current use in the Philippine educational setting, this study examines the KAP of Araling Panlipunan teachers toward reflective teaching. Using a sequential mixed-methods research design, the study first collected quantitative data via questionnaires, then collected qualitative data from 50 teacher respondents through semi-structured interviews. The results show a "Very High" degree of knowledge and a positive attitude toward reflective approaches, especially in debates and essays. The curriculum's focus on material, however, limits opportunities for critical thinking, making it difficult for students to use these methods effectively. The suggested Learning Action Cell (LAC) programs seek to improve teacher skills through collaborative problem-solving, sharing of knowledge, and training to address these challenges. According to the study, professional development and resource allocation can greatly enhance teaching quality by incorporating workshops focused on reflective teaching and encouraging peer support, which would ultimately promote student learning and teacher development

Parental Involvement and Digital Competence as Predictors of Academic Commitment

This research aims to examine the connection of parental involvement and digital competence in educational setting and how they are influenced by academic commitment. The objectives of this study are to evaluate the levels of parental involvement, digital competence, and academic commitment, and identify the major links and intervening effects among these variables. Descriptive-correlational design is employed in this study and targeted a total of three hundred (300) respondents. The researcher used a stratified random sampling technique using Slovin’s formula to get the ideal sample size targeting 18 years old and above senior high school students in three public secondary schools in Loreto, Agusan del Sur. In person meetings are used to administer questionnaires to ensure reliability of the data. Data was analyzed using descriptive and inferential statistics. The study’s results indicated that there were high levels of parental involvement, digital competence and academic commitment. Parental Involvement had a significant relationship with academic commitment, also digital competence had a significant relationship with academic commitment. Furthermore, this means that parental involvement and digital competence predicts academic commitment as indicated by the correlation analysis. The study implies that the combination of high parental involvement and proficient digital competence in teaching forms a supportive framework that significantly boosts students’ academic commitment. Therefore, the study indicates that collaborative effort between parents and educators a conducive learning environment. Parents should provide encouragement, model positive behaviors, and attend school meetings; teachers should undergo professional development in digital literacy