Bridging the Gap between Hygiene Awareness and Lifestyle Management: A Study of Health Practices Among Young Adults
Dr. Nataraja R, Associate Professor, Sree Siddaganga College of Education, Tumakuru, Karnataka, India -572102.
MSI Journal of Education and Social Science | https://zenodo.org/records/19372295 | Page 01 to 12
Abstract
This study examines the health practices of 218 individuals, predominantly young females (70.6%) aged 21–30 years (89.9%), to explore how demographic variables influence hygiene, nutrition, and lifestyle behaviours. The findings reveal strong adherence to basic hygiene practices—such as handwashing (99.1%) and tongue cleaning (89.0%)—but weaker engagement in daily exercise (31.2%) and consistent fruit consumption (21.1%). Statistical analysis using t-tests and Kruskal-Wallis ANOVA identified significant differences in positive health scores across gender (p = 0.003), age (p = 0.042), and educational qualification (p = 0.011), while residence type exerted no significant influence (p = 0.866). Overall, females and participants aged 31–40 demonstrated stronger positive health behaviours. The results underscore the need for educational interventions emphasizing lifestyle management and health literacy among younger adults, particularly males and undergraduates.
Keywords: Health Behaviour, Hygiene, Physical Activity, Nutrition, Gender Disparity, Educational Influence, Lifestyle Management
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Integrating AI Tools in Blended EFL Classrooms: Effects on Learner Autonomy and Performance
Nguyen Sy Loc, English Teacher, To Ky Secondary School, Ho Chi Minh city, Vietnam.
MSI Journal of Education and Social Science | https://zenodo.org/records/19328103 | Page 01 to 18
Abstract
This study explores the impact of integrating artificial intelligence (AI) tools into a blended English as a Foreign Language (EFL) classroom on learner autonomy and language performance. Conducted at To Ky Secondary School in Ho Chi Minh City, the research employed a quasi-experimental mixed-methods design involving 80 students divided into an experimental group and a control group over a 10-week period. The experimental group engaged with AI-supported learning tools such as ChatGPT, Grammarly, and QuillBot, while the control group followed a traditional blended learning approach without AI integration. Data were collected through pre- and post-tests, questionnaires, interviews, and classroom observations. The findings revealed that students in the experimental group showed significantly greater improvement in both learner autonomy and language performance, particularly in terms of accuracy, fluency, and complexity. Additionally, qualitative results indicated increased motivation, enhanced self-regulated learning behaviors, and positive perceptions toward AI-assisted learning. However, challenges such as over-reliance on AI tools and concerns about the accuracy of generated content were also identified. Overall, the study highlights the effectiveness of AI-integrated blended learning in improving EFL outcomes and underscores the importance of guided implementation to ensure meaningful and sustainable learning.
Keywords: AI in EFL; Blended Learning; Learner Autonomy; Writing Performance; Educational Technology; Vietnam
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Social and Behaviour Change Communication (SBCC) for Community Health and Nutrition: A Framework for Sustainable Behaviour Transformation in Public Health Programs
Unnati Chaudhary BA (Sociology), MSW, CDPO-ICDS-Block-Nizar, Gujarat.
Dr. Kavita Desai, BAMS, PGDHHM, Dhanvantari Clinic, Bardoli.
Dr. Deepmala Rawat Ph. D, Subject Expert, Tribal Cell, Rjbhavan, Bhopal-MP.
Smt. Komalben H. Thakor. B. Sc, MSW, Program Officer, ICDS Navsari.
Dr. Atul Desai, BAMS, FIIM, Ph. D, Dhanvantari Clinic Ayurveda Health Care & Research Center, Vyara394650.
MSI Journal of Education and Social Science | https://zenodo.org/records/19327751 | Page 01 to 10
Abstract
Improving public health outcomes requires more than the delivery of services; it demands sustainable behavioural transformation within individuals, families, and communities. Social and Behaviour Change Communication (SBCC) has emerged as a critical strategy for promoting healthy practices, improving health service utilization, and strengthening community engagement. This paper examines the theoretical foundations, implementation strategies, and practical applications of SBCC in community health and nutrition programs. It synthesizes concepts such as the ecological model, behavioural determinants, the P-Process framework for communication planning, and behavioural economics approaches including Nudge theory. Drawing on community health experiences and case examples from maternal health, child nutrition, tuberculosis treatment adherence, adolescent health, and hygiene promotion, the paper highlights the importance of culturally sensitive communication, multi-level interventions, and participatory community engagement. The findings suggest that SBCC strategies that integrate interpersonal communication, community mobilization, and policy-level support can significantly improve health behaviours and outcomes. Strengthening frontline worker capacity and leveraging behavioural insights can ensure sustainable and scalable public health interventions. The paper concludes with recommendations for integrating SBCC within national health systems and community-based health programs.
Keywords: Social Behaviour Change Communication, Public Health Communication, Community Nutrition, Behaviour Change, Ecological Model, Nudge Theory.
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THE IMPLEMENTATION AND EFFECTIVENESS OF THE THEOPRAC MODEL IN GRADUATE EDUCATION: A RESEARCH SYNTHESIS AND CRITICAL ANALYSIS
Alex Sherm, DBA, Associate Professor California Baptist University, USA.
Ram Paudel, International American University, Los Angeles, California.
MSI Journal of Education and Social Science | https://zenodo.org/records/19348429 | Page 01 to 26
Abstract
This paper is a synthesis and critical analysis of TheoPrac model in graduate education. The model is a formal pedagogical model that is meant to unite academic theory and professional practice using realistic and project-based learning. Based on empirical research findings in the field of engineering, teacher education, vocational training and applied professional setting, the analysis will examine evidence in terms of efficacy, competency building and issues related to implementation. The natural sciences also state that longitudinal research demonstrates significantly better knowledge gains as compared to the standard lecture based instruction, and qualitative results reveal improved motivation, professional identity formation, and acquisition of behavioral skills. However, scalability is still faced by significant obstacles of systemic resistance, shortage of resources, faculty willingness, and challenges of assessment. The paper ends with the identification of the best practices and future research priorities to ensure the proactive implementation of the model and the development of the model in the long term.
Keywords: TheoPrac Model, Theory-Practice Integration, Authentic Project-Based Learning, Graduate Professional Education, Competency-Based Education
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Thinking Styles, Triarchic Intelligence, and Mathematics Performance
Aniceto B. Naval, Northwestern Mindanao State College of Science and Technology Labuyo, Tangub City, Misamis Occidental 7412, Philippines.
MSI Journal of Education and Social Science | https://zenodo.org/records/19219478 | Page 01 to 19
Abstract
Students differ in how they use their abilities and approach learning tasks, and these differences may help explain variation in mathematics performance. This study examined the relationships among thinking styles, triarchic intelligence, and mathematics performance among students enrolled in a university mathematics course. Using a correlational-predictive design, data were obtained from 92 randomly selected students from the College of Engineering and Technology of a state university in the Philippines. Thinking styles were measured using a Thinking Styles Questionnaire, triarchic intelligence was assessed through a revised Triarchic Intelligence Inventory, and mathematics performance was evaluated using a researcher-developed test covering achievement and problem-solving skills. Data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. Results showed that several thinking styles were significantly associated with triarchic intelligence dimensions. Profile-specific regression analyses further revealed that selected thinking styles significantly predicted achievement and problem-solving performance among students with particular dominant intelligence profiles. The findings suggest that students’ stylistic preferences and ability patterns may provide useful bases for designing more responsive mathematics instruction and learner support in higher education.
Keywords: Thinking styles, triarchic intelligence, mathematics performance, mathematics course, correlational-predictive study
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Public Expenditure and Human Capital Development: An Assessment of the Rescue Teachers Program in Taraba State, 2015-2023.
Yakub Ephraim, Department of Political Science and International Relations, Taraba State University, Jalingo, Nigeria.
Danjuma Yusuf, Department of Political Science and International Relations, Taraba State University, Jalingo, Nigeria.
Danjuma Adashu, Department of Political Science and International Relations, Taraba State University, Jalingo, Nigeria.
John Kalla, Department of Political Science and International Relations, Taraba State University, Jalingo, Nigeria.
MSI Journal of Education and Social Science | https://zenodo.org/records/19087681 | Page 01 to 27
Abstract
This study assesses the relationship between public expenditure and human capital development, concentrating on the Rescue Teachers Programme in Taraba State, Nigeria (2015-2023). Public expenditure on education is a critical tool for fostering human capital, and the Rescue Teachers Programme was a specific government intervention aimed at mitigating teacher shortages in rural schools to improve educational access and quality. The research had two primary objectives: to evaluate the programme’s impact on human capital development, and to identify the challenges impeding its successful implementation. The study is grounded in Public Choice Theory, which was adopted because it provides a framework for understanding how government spending decisions may be influenced by the self-interest of political actors and bureaucrats, rather than solely by public welfare. This lens is crucial for analyzing potential inefficiencies and implementation failures in publicly funded programmes like the Rescue Teachers initiative. A qualitative research design was employed, utilizing primary data collected through in-depth interviews with key informants, including programme coordinators, deployed teachers, and school heads in rural communities. The work reveals that the programme positively impacted human capital development by increasing teacher availability and student enrollment in previously underserved areas and it also faced severe challenges, including chronic delays in salary payments to teachers and political interference in teacher postings, which demotivated staff and threatened the programme’s sustainability. The study concludes that while the Rescue Teachers Programme represents a strategic public investment in human capital, its effectiveness is undermined by governance-related implementation challenges. It recommends the establishment of a dedicated, transparent funding mechanism and the creation of an autonomous body to manage teacher deployment, thereby insulating the programme from political pressures and ensuring its long-term success.
Keywords: Public expenditure, Human capital development, Rescue Teachers, Taraba Stat and Public Choice Theory.
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Impact of socio-cultural background of students (secondary Schools) on learning English Language living in rural areas
Saira Saleem, Institute of Language and Literature, Riphah International University, Pakistan.
MSI Journal of Education and Social Science | https://zenodo.org/records/19033758 | Page 01 to 10
Abstract
English has become an international language. In Pakistan it has become a compulsory subject of curriculum in schools. This study will be conducted to investigate the impact of socio-cultural background of students (secondary school) of rural areas of Multan in learning English as a foreign language. This research will be conducted to find out the impact of socio-cultural back ground in learning English as a second language at high schools, which are situated in the rural areas of Tehsil Multan, and refined the solution to minimize these problems. For this research population will be the students of high schools in rural areas/ villages of District Multan. In this research 50 students will be selected randomly as a sample from 10th class. A questionnaire will be used as a tool to collect the data about the impact of socio-cultural background of student, and the problem which are faced by the student in learning foreign language. In this study, the collected data will be analyzed in a statistically method to understand the problems of students in learning English language. This research will be conducted to find out the problem of students, it will assist teachers, and educational policy makers of Pakistan to overwhelmed all these difficulties which become hurdles for students in learning English living in rural areas.
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Where Literacy Begins: Developing A Needs-Based Parent Handbook for Early Childhood Literacy Skill Development in a Rural Filipino Community
Cyrus P. Casingal, Department of Education – Schools Division Office of Makati City, Philippines.
Lovejoy R. Caerlang, Yamaguchi, Japan.
MSI Journal of Education and Social Science | https://zenodo.org/records/19029852 | Page 01 to 13
Abstract
The purpose of the present study was to design a parent handbook about early childhood literacy skills development at home in Filipino. The study was conducted as a study based on a simplified version of the ADDIE Model (Analysis, Design and Development stages) to collect data in ten (10) mothers of kindergarten children in a rural community in Barangay Nazareth, General Tinio, Nueva Ecija through the use of an interview guide designed by the researcher. The results showed that parents were the most consistent in the development of Letter Knowledge (M = 9.6), and least consistent in the Narrative Skills (M = 7.6) and Phonological Awareness (M = 8.4). The participants all revealed the necessity of a handbook in Filipino or Tagalog in a bid to ensure that they could easily use it at home to teach early literacy skills. This was followed by the creation of a ten-page handbook that would encompass all six early literacy skills namely Print Motivation, Print Awareness, Letter Knowledge, Vocabulary, Phonological Awareness, and Narrative Skills but with the focus on the activities that considered the gaps identified. The article finds that a culturally and linguistically responsive handbook can be used as a useful intervention in the home-school literacy gap of underserved Filipino populations.
Keywords: Early literacy skills, parent handbook, early childhood education, home literacy environment, ADDIE Model, rural Philippines.
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Filipino Reading Proficiency Changes Among Elementary and Junior High School Students Through Pre-Post PHIL-IRI Assessment Analysis in Makati City Schools
Cyrus P. Casingal, Curriculum and Implementation Division, Department of Education, Makati City Philippines.
Maria Fe C. Balaba, Curriculum and Implementation Division, Department of Education, Makati City Philippines.
MSI Journal of Education and Social Science | https://zenodo.org/records/18862400 | Page 01 to 29
Abstract
This study examines changes in Filipino reading proficiency among elementary and junior high school students in Makati City through pre-post Philippine Informal Reading Inventory (PHIL-IRI) assessment analysis. Employing a mixed-methods longitudinal comparative design, data were collected from multiple schools across Grades 3-10 during School Years 2023-2024 and 2024-2025. The research analyzed reading proficiency distributions across three standardized levels: Frustration (FR), indicating students struggle with basic reading comprehension; Instructional (INS), suggesting students can read with guidance and support; and Independent (IND), demonstrating students can read fluently without assistance. Findings reveal contrasting patterns between educational levels. Elementary schools showed mixed results with concerning shifts from Independent to Instructional levels, particularly Grade 4 experiencing the most significant decline (-24.1% Independent readers). The average decrease in Independent level readers across all elementary grades was 15.6 percentage points, while Instructional level readers increased by 11.7 percentage points. Several schools demonstrated remarkable improvement while others experienced substantial declines, indicating significant institutional variations requiring targeted intervention. Junior high schools exhibited consistent improvement patterns, with a 69% decrease in frustration-level readers and 31% increase in independent readers across all grades. Exceptional performances were observed at San Isidro National High School and Bangkal High School, demonstrating that substantial improvements are achievable with appropriate interventions. School-level variations suggest that institutional factors significantly influence reading instruction effectiveness. These findings provide crucial insights for educational policymakers and practitioners in developing effective reading intervention programs and resource allocation strategies to enhance Filipino literacy outcomes in urban educational settings, highlighting successful practices for replication and identifying schools requiring immediate support.
Keywords: PHIL-IRI assessment, Filipino reading proficiency, elementary education, junior high school, pre-post analysis, literacy development.
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A Comprehensive Analysis of Academic Achievement Outcomes Among Alternative Learning System (ALS) Conditional Passers: Schools Division Office (SDO) Makati City's Two-Week Learning Enhancement Program
Cyrus P. Casingal, Curriculum and Implementation Division, Schools Division Office of Makati City, Department of Education, Philippines.
Romulous P. Guino, Curriculum and Implementation Division, Schools Division Office of Makati City, Department of Education, Philippines.
Charito A. Villanueva, Learning Management Division, Department of Education, Regional Office, Quezon City, Philippines.
Hilda T. Hubbard, Department of Education, Makati City, Philippines.
Richelle DC. Makaisar, Department of Education, Makati City, Philippines.
MSI Journal of Education and Social Science | https://zenodo.org/records/18852267 | Page 01 to 24
Abstract
This study comprehensively evaluated the effectiveness of the Schools Division Office (SDO) Makati City’s Two-Week Learning Enhancement Program implemented for Alternative Learning System (ALS) conditional passers following the 2024 Accreditation and Equivalency (A&E) examination. Using a pre-post experimental design, all 95 conditional passers from 23 educational institutions across Makati City participated in the intensive remedial intervention conducted from June 23 to July 4, 2025. The program targeted least mastered competencies identified from A&E examination results, employing a systematic five-phase implementation process. Assessment utilized a standardized 100-point framework divided equally between pre-test (50 points) and post-test (50 points) evaluations across four learning strands: LS1 Communication Skills, LS2 Scientific Thinking, LS3 Mathematics, and LS4-6 Life Skills & Digital. Final certification scores were calculated as the average of pre-test and post-test performance, with the 60% national ALS passing threshold determining program completion success. Results demonstrated exceptional program effectiveness with 100% of participants (95 out of 95) achieving the 60% certification threshold, representing complete transformation from conditional to certified status. Participants showed average gains of 10.8 points (21.6% improvement) from baseline performance. The program’s systematic approach, intensive daily monitoring, and differentiated instruction contributed to universal learning improvements and certification success across all participants. These findings provide compelling evidence for the effectiveness of structured, time-bound enhancement interventions in alternative education settings, supporting implementation across educational divisions nationwide while maintaining realistic expectations for program outcomes.
Keywords: Alternative Learning System, conditional passers, learning enhancement program, academic achievement, remedial intervention.
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COUNSELLORS’ UTILIZATION OF DIGITAL TOOLS FOR CAREER GUIDANCE IN SENIOR SECONDARY SCHOOLS IN DELTA STATE
NNADI, GRACE CHINYERE Ph. D, Department Of Guidance and Counselling Faculty of Education Nnamdi Azikiwe University, Awka, Anambra State.
OBI JOY SYLVIA CHISARA Ph. D, Department Of Guidance and Counselling Faculty of Education Nnamdi Azikiwe University, Awka, Anambra State.
UZOEKWE HELEN E Ph. D, Department Of Guidance and Counselling Faculty of Education Nnamdi Azikiwe University, Awka, Anambra State.
NWOBI NGOZIKA L Ph. D, Department Of Guidance and Counselling Faculty of Education Nnamdi Azikiwe University, Awka, Anambra State.
OGBEN LUCKY Ph. D, Department Of Guidance and Counselling Faculty of Education Nnamdi Azikiwe University, Awka, Anambra State.
MSI Journal of Education and Social Science | https://zenodo.org/records/18852214 | Page 01 to 30
Abstract
This study examined counsellors’ utilization of digital tools for career guidance in senior secondary schools in Delta State. Three research questions guided this study. The descriptive survey research design was employed in the study. The population for the study comprised 488 counsellors from 488 public senior secondary schools in Delta State. Sample size for the study consisted of 244 counsellors drawn at (50%) selected using the proportionate stratified random sampling technique. A 41-item questionnaire developed by the researcher and titled “Counsellors Utilization of Digital Tools for Career Guidance Questionnaire (CUDTCGQ)” structured on a 4-point rating scale, served as the primary instrument for data collection. Both the validity and reliability of the research instrument were established. Data was analyzed using mean statistics rated at 2.50 and standard deviation statistics. Among the findings of the study indicated that the school counsellors in Delta State occasionally used basic digital tools like WhatsApp and SMS for career guidance, however, their adoption of more sophisticated and advanced platforms remained to a very low extent. From the findings, it was recommended that the Delta State Government in collaboration with the Post Primary Education Board (PPEB) and support from the private sector should prioritize the provision of modern reliable digital infrastructure, including internet connectivity, computers, and stable electricity, to enable counsellors to effectively utilize a wide range of advanced digital tools such as WhatsApp, Facebook, YouTube, Zoom, Google Meet, MS Teams, online career assessment websites, mobile career apps, LinkedIn or other professional networking, school website or portal career section, e-portfolio tools, among others, for career guidance services in senior secondary schools in the State.
Keywords: Counsellors, Utilization, Digital, Tools, Career, Guidance, Senior, Secondary Schools
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EXPLORING THE INTEGRATION OF ARTIFICIAL INTELLIGENCE (AI) IN COUNSELLING SERVICES IN PUBLIC UNIVERSITIES IN ANAMBRA STATE: CHALLENGES AND IMPROVEMENT STRATEGIES
NNADI, GRACE CHINYERE Ph. D, DEPARTMENT OF GUIDANCE AND COUNSELLING FACULTY OF EDUCATION NNAMDI AZIKIWE UNIVERSITY, AWKA, ANAMBRA STATE.
UZOEKWE HELEN E Ph. D, DEPARTMENT OF GUIDANCE AND COUNSELLING FACULTY OF EDUCATION NNAMDI AZIKIWE UNIVERSITY, AWKA, ANAMBRA STATE.
OBI JOY SYLVIA CHISARA Ph. D, DEPARTMENT OF GUIDANCE AND COUNSELLING FACULTY OF EDUCATION NNAMDI AZIKIWE UNIVERSITY, AWKA, ANAMBRA STATE.
AKUEZUILO JULIANA AZUKA Ph. D, DEPARTMENT OF GUIDANCE AND COUNSELLING FACULTY OF EDUCATION NNAMDI AZIKIWE UNIVERSITY, AWKA, ANAMBRA STATE.
OFOJEBE EDNA N Ph. D, DEPARTMENT OF GUIDANCE AND COUNSELLING FACULTY OF EDUCATION NNAMDI AZIKIWE UNIVERSITY, AWKA, ANAMBRA STATE.
MSI Journal of Education and Social Science | https://zenodo.org/records/18852102 | Page 01 to 24
Abstract
This study explored the integration of Artificial Intelligence (AI)in counselling services in public universities in Anambra State: challenges and improvement strategies. Three research questions guided the study and a descriptive survey research design employed in the study. Population for the study comprised all the 34 counsellors in two (Federal and State government-owned) public universities in Anambra State. Sample size for the study constituted 34 counsellors from the two public universities selected using the purposive sampling technique. A 31-item researcher self-developed questionnaire, structured on a 4-point rating scale and titled: “Integration of Artificial Intelligence in Counselling Services Questionnaire (IAICSQ)”, served as instrument for data collection. This research instrument was validated by three experts; two from the Department of Guidance and Counselling and one Measurement and Evaluation expert from the Department of Educational Foundations, Faculty of Education, Nnamdi Azikiwe University, Anambra State. Reliability of the research instrument was determined through a pilot test carried out by selecting 15 counsellors from one of the public universities in Enugu State, and the scores obtained after collation from the questionnaire were computed using Cronbach Alpha statistics which gave internal consistency reliability value of 0.86, 0.83 and 0.92 which were added up to yield an overall reliability value of 0.87, showing that the instrument was reliable to conduct the study. Data were analyzed using the mean statisticsrated at 2.50 and standard deviation statistics. The findings of the study revealed among others thatthe current state of integration of Artificial Intelligence (AI) in counselling services in public universities in Anambra State was non-existence, meaning that AI was not integrated in counselling services in the public universities.From the findings of this study, recommendations were proffered and among them include that the public universities through the support of the National Universities Commission (NUC) should ensure effective integration of AI in counselling services in public universities in Anambra State, by initiating/establishing digital platforms which provides automated counselling support, organizing continuous capacity building training for university counsellors, student affairs officers, and ICT staff through workshops and certification programmes to enhance their digital literacy and AI readiness. This will increase their competence and confidence in using AI-powered platforms for student support services likewise improve the current state of AI integration in counselling services.
Keywords: Artificial Intelligence (AI), Challenges, Counselling, Improvement, Integration, Services, Strategies.
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Perception of Shanahan University Students on the Implementation of the 80% Attendance Requirement for Examinations
IHIM, Augustine Chinedu, Department of Medical Laboratory Science, Shanahan University, Onitsha, Anambra State Nigeria
MSI Journal of Education and Social Science | https://zenodo.org/records/18817800 | Page 01 to 09
Abstract
This study examined undergraduate students’ perceptions of the implementation of the 80% attendance requirement for examination eligibility at Shanahan University. A descriptive cross-sectional survey design was employed, with data collected from 351 undergraduate students using a structured, self-administered online questionnaire. The survey assessed students’ awareness of the attendance policy, perceptions of its necessity and academic impact, barriers to lecture attendance, overall evaluation of the policy, and opinions on exemption allowances. Data were analysed using descriptive statistics, including frequencies and percentages.
The findings revealed a high level of awareness of the attendance policy (95.1%), indicating effective institutional communication. However, perceptions of the policy’s necessity were mixed, with 48.7% of respondents supporting the requirement, while others expressed neutrality or disagreement. A majority of students (57.9%) reported that the policy did not significantly improve their academic performance. Key barriers to lecture attendance included transportation challenges, health-related issues, academic workload, and timetable clashes. Although overall perceptions of the policy were moderately positive, a substantial proportion of respondents (71.1%) supported allowing exemptions for legitimate reasons.
The study underscores the importance of implementing attendance policies that balance academic accountability with flexibility. The findings provide empirical evidence to inform institutional policy review and support the development of more equitable attendance frameworks in higher education.
Keywords: attendance policy, student perception, higher education, academic performance, policy implementation
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Code-switching patterns in Multilingual classrooms
Dr. Malladi Revathi Devi, Associate Professor King Khalid University Saudi Arabia.
MSI Journal of Education and Social Science | https://zenodo.org/records/18817743 | Page 01 to 03
Abstract
Code-switching –the alternation between two or more languages within a single interaction—is a common phenomenon in multilingual classrooms. This paper examines patterns, functions, and pedagogical implications of code-switching among teachers and learners in multilingual educational settings. Using classroom observation and qualitative analysis, the study explores how code-switching facilitates comprehension, classroom management, identity construction, and learner engagement. The findings suggest that strategic code-switching can be an effective instructional resource rather than a linguistic deficiency, especially in contexts where learners share multiple linguistic backgrounds.
Keywords: code-switching, multilingual classrooms, sociolinguistics, language teaching, bilingualism etc.
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The Fatal Illusion of Negotiating with Tehran A normative policy analysis examining the strategic implications of Western engagement with the Islamic Republic of Iran.
Shayan Sahragard, M.A. Student in English and American Studies, Ruhr University Bochum.
MSI Journal of Education and Social Science | https://zenodo.org/records/18712130 | Page 01 to 07
Abstract
This normative policy analysis argues that continued diplomatic engagement with the Islamic Republic of Iran constitutes a strategic miscalculation in light of the regime’s deepening legitimacy crisis and systematic repression. It contends that recent nationwide protests, initially triggered by economic collapse, have evolved into a coherent political movement demanding structural transformation. The study challenges prevailing Western assumptions about regime rationality and the stabilizing potential of negotiations, conceptualizing Tehran’s approach as “attritional diplomacy” designed to prolong survival rather than resolve disputes. By analyzing patterns of repression, negotiation cycles, and Western policy responses, the paper maintains that engagement under current conditions reinforces coercive structures and undermines popular democratic aspirations. It concludes that policymakers face a strategic and moral crossroads, requiring a reassessment of existing diplomatic frameworks and consideration of alternative policy options.
Keywords: negotiations, Political Repression, Attritional Diplomacy, Western Foreign Policy
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A Professional Journey into Educational Administration: An Autoethnographic Case Study
Cyrus Pontawe Casingal, Department of Education – Makati City, Philippines.
MSI Journal of Education and Social Science | https://zenodo.org/records/18712130 | Page 01 to 29
Abstract
This autoethnographic work discusses how the researcher, who is a college instructor, was promoted to be an education specialist in the Department of Education. The paper uses a multi-faceted journaling method to reflect all the subtleties of this professional shift on the ground of the data obtained within the basis of 15 months of the period between August 2024 and November 2024 and preconditioned by more than nine years of experience in teaching. Thematic analysis using the six stages of analysis by Braun and Clarke identified three major themes including role ambiguity, negotiating pedagogical and administrative identities, and accommodating to systemic issues in Philippine education. The theoretical framework that offers a strong perspective to the interpretation of the findings is based on the integration of the role identity theory, transformative learning theory, and the complexity leadership theory. The research shows how the personal, professional and systemic aspects play a complicated role in the transition process and it brings about how the status of educators in negotiating the transition between the classroom-oriented to system-oriented roles. The comparison with the similar shifts in other nations highlights the importance of universal problems and local peculiarities. The implications of the findings are in terms of how the transition support programs, mentorship programs and leadership development in the Philippine education system are structured. Although this method is constrained due to its subjectivity, this autoethnographic method gives important contributions to the lived experience of educational career transition, and its findings are added to our knowledge base on leadership development in any educational setup.
Keywords: autoethnography, educational leadership, career transition, Philippine education system, professional identity
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The Effect of In-Class Language Video Games on EFL Learners’ Vocabulary Learning and Retention: An Educational Review
Nima Khoramak, Department of English Language Teaching, University of Isfahan, Iran.
Maryam Hosseinzadeh, Department of Tourism Management, Salzburg University of Applied Sciences, Austria.
MSI Journal of Education and Social Science | https://zenodo.org/records/18709355 | Page 01 to 09
Abstract
Vocabulary knowledge is generally considered one of the main elements of second-language proficiency. Lack of adequate lexical resources prevents the learner from understanding input, conveying meaning, and engaging in communicative activities. According to recent meta-analytic and empirical studies, vocabulary knowledge remains a key predictor of language proficiency, reading comprehension, and communicative competence in EFL contexts (Zhu et al., 2024).
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
INSTITUTIONAL FREEDOM AND AUTONOMY: IMPLICATIONS FOR THE UNIVERSITY LEADERSHIP
Ebuk, Love Effiong Ph. D, Department of Educational Management Faculty of Education University of Abuja, Abuja, Nigeria.
Icha, Boniface Ijuo Ph. D, Department of Educational Management Faculty of Education University of Abuja, Abuja, Nigeria.
MSI Journal of Education and Social Science | https://zenodo.org/records/18509990 | Page 01 to 15
Abstract
This study critically examines the theme of “Institutional freedom and autonomy: implications for university leadership.”. To navigate this inquiry, two specific research questions were formulated. The investigation adopted a survey research design, targeting a specific population comprising eight (8) deans drawn from eight distinct faculties within the University of Abuja. Utilizing a purposive sampling technique, the study engaged these eight deans as the sample size. To ensure the instrument’s validity, the questionnaire was subjected to review by two senior lecturers from the Department of Educational Management at the University of Abuja. Furthermore, reliability was established by administering the instrument to two external respondents, yielding a Cronbach’s alpha coefficient of 0.71, indicating acceptable internal consistency. The empirical results indicated that the university leadership has not successfully achieved either institutional freedom or autonomy. Consequently, the researchers recommend that university leadership must secure robust, independent financial sources to establish true autonomy. Furthermore, to safeguard academic freedom, it is imperative that leaders uphold strict accountability across all operational facets of the university.
Keywords: Higher Education Governance, Academic Liberty, Institutional Autonomy, Administrative Leadership, University Management
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Institutional Practices and Anti-Muslim Violence in India after the 2014 Elections
Eva Wasiak, 2026, International Relations, Faculty of Political Science and Journalism, Adam Mickiewicz University, Poznan, Poland
MSI Journal of Education and Social Science | https://zenodo.org/records/18415928 | Page 01 to 10
Abstract
India’s democratic order has been becoming increasingly discriminatory towards the state’s minorities, especially the Muslim minority. Bigotry is facilitated in the region, with the current administration failing to prevent assaults, kidnappings and murders of Muslims, despite the Indian Constitution guaranteeing safety for all minorities. India is following the recent trend of states leaning towards of right-wing, discriminatory ideologies, which is seen in the nations Islamophobic mentality. As a highly hierarchical, divided society paired with a history of economical exploitation, it is especially prone to such agendas. What led to the creation of this extreme, Islamophobic environment in the state and how exactly did the ruling Bharatiya Janata Party contribute to it? This work aims to answer this question through case study and legal analysis of events following the 2014 parliamentary elections and the current state of the government, unjust policies and laws that actively work against Muslims as well as a few of the most recent cases of crimes against the Muslim minority.
Keywords: India, Muslims, minorities, Islamophobia, systematic racism, violence, religious discrimination.
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Subsidiarity in the EU: Rhetoric or Reality? A Critical Assessment of Its Legal and Political Impact
Raymond Paas, Faculty of Political Science and Journalism, Department of International Relations and European Studies, Adam Mickiewicz University in Poznań, Poland; Field of Study: Political Communication and Media Studies.
MSI Journal of Education and Social Science | https://zenodo.org/records/18414856 | Page 01 to 14
Abstract
This paper offers a critical assessment of the EU principle of subsidiarity, tracing its intellectual roots from nineteenth‑century Catholic social teaching through its codification in the Treaties and procedural reinforcement via the Lisbon-era Early Warning System (EWS). It first reconstructs subsidiarity’s theological and Christian Democratic origins and distinguishes it from competence delimitation and proportionality in the Union’s constitutional architecture. It then analyses the operation of Protocols No. 1 and 2, detailing the EWS’s yellow and orange card thresholds and the limited scope of parliamentary scrutiny over draft legislation. Drawing on over a decade of practice, including more than 1,200 reasoned opinions and only three yellow cards, and on key Court of Justice rulings that have never annulled an EU act solely on subsidiarity grounds, the paper demonstrates that the principle primarily serves as a symbolic deference that legitimizes continued supranational expansion. A comparative examination of United States federalism, with its enumerated powers and judicially enforced limits under the Commerce Clause and anti‑commandeering doctrine, highlights the EU’s confederal ambiguity and the weakness of subsidiarity as a justiciable safeguard. The paper concludes by advocating treaty reform toward explicit, federal‑style competence catalogues in core areas such as defense, fiscal policy, and foreign affairs, arguing that recent developments—from the Recovery and Resilience Facility to Ukraine‑related joint borrowing—already transcend subsidiarity and reveal a de facto federal trajectory that should be constitutionalized to ensure democratic legitimacy and geopolitical effectiveness.
Keywords: Subsidiarity Principle, European Union Constitutional Law, Early Warning System (EWS), National Parliaments, Supranational Governance, Federalism and Competence Allocation, Judicial Review in the EU.
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Expert Institutions and Policy Engineering in Middle Eastern Affairs: A Collective Review of Scattered Indexes
Amir Parvaresh, M.A regional Studies, Middle Eastern Studies, Allameh Tabataba’i University.
Shakiba Alihemat, B.S. Candidate, Department of Electrical Engineering, University of Isfahan, Iran.
MSI Journal of Education and Social Science | https://zenodo.org/records/18229173 | Page 01 to 07
Abstract
Vocabulary acquisition plays a pivotal role in foreign language proficiency. This study investigates the effectiveness of Artificial Intelligence (AI)-powered mind mapping on English vocabulary acquisition among non-English-major undergraduates at Nguyen Tat Thanh University (NTTU). By employing a quasi-experimental mixed-methods design, 20 third-year students were assigned to an Experimental Group (EG), which utilized AI-powered mind-mapping tool (GitMind), and a Control Group (CG), which followed traditional vocabulary instruction methods. Quantitative data from pre-tests and post-tests indicated that the EG achieved significantly higher vocabulary gains than the CG (p = .044), with a medium-to-large effect size (Cohen’s d = 0.66). Qualitative findings derived from Technology Acceptance Model-based questionnaires and focus group interviews revealed high perceived usefulness, enhanced learner confidence, and increased engagement. The findings suggest that AI-powered visual mapping can reduce extraneous cognitive load and facilitate deeper semantic processing, thereby supporting vocabulary acquisition in EFL higher education contexts.
Keywords: AI in education; mind mapping; vocabulary acquisition; EFL; Cognitive Load Theory; Technology Acceptance Model.
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THE IMPACT OF AI-POWERED MIND MAPPING ON ENGLISH VOCABULARY ACQUISITION AMONG NON-ENGLISH MAJORS: A MIXED-METHODS STUDY
Nguyen Huu Thoai, Center of Foreign languages, Nguyen Tat Thanh University, Ho Chi Minh city, Vietnam.
MSI Journal of Education and Social Science | https://zenodo.org/records/18934172 | Page 01 to 16
Abstract
Vocabulary acquisition plays a pivotal role in foreign language proficiency. This study investigates the effectiveness of Artificial Intelligence (AI)-powered mind mapping on English vocabulary acquisition among non-English-major undergraduates at Nguyen Tat Thanh University (NTTU). By employing a quasi-experimental mixed-methods design, 20 third-year students were assigned to an Experimental Group (EG), which utilized AI-powered mind-mapping tool (GitMind), and a Control Group (CG), which followed traditional vocabulary instruction methods. Quantitative data from pre-tests and post-tests indicated that the EG achieved significantly higher vocabulary gains than the CG (p = .044), with a medium-to-large effect size (Cohen’s d = 0.66). Qualitative findings derived from Technology Acceptance Model-based questionnaires and focus group interviews revealed high perceived usefulness, enhanced learner confidence, and increased engagement. The findings suggest that AI-powered visual mapping can reduce extraneous cognitive load and facilitate deeper semantic processing, thereby supporting vocabulary acquisition in EFL higher education contexts.
Keywords: AI in education; mind mapping; vocabulary acquisition; EFL; Cognitive Load Theory; Technology Acceptance Model.
All articles published by MSIP are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of any MSIP article, including figures and tables.
For articles published under a Creative Commons CC BY 4.0 license, any part of the article may be reused for any purpose, including commercial use, provided that the original MSIP article is clearly cited.
Boosting Fluency, Reducing Fear: Utilizing Generative AI as a Scaffolding Tool in EFL Speaking Classes
Nguyen Duy Tuan, Faculty of foreign languages, Nguyen Tat Thanh University, Ho Chi Minh City, Vietnam.
MSI Journal of Education and Social Science | https://zenodo.org/records/18448552 | Page 01 to 13
Abstract
Generative AI tools like Google Gemini have created new opportunities for language learning. However, empirical evidence regarding their impact on oral proficiency remains limited. This quasi-experimental study investigates the effectiveness of Google Gemini as a scaffolding tool for Vietnamese university freshmen (N=78). Over a seven-week intervention, the experimental group utilized Gemini for ideation, real-time feedback, and conversation simulation, while the control group followed traditional instruction. Data was collected via pre- and post-tests based on the CEFR B1 rubric, alongside anxiety surveys and semi-structured interviews. Paired sample t-tests revealed that the AI-assisted group demonstrated statistically significant improvements in Fluency and Discourse Management (p < .05) and a substantial reduction in speaking anxiety compared to the control group. However, no significant differences were observed in Grammatical Accuracy or Lexical Resource, suggesting that while AI effectively lowers the affective filter and promotes communicative flow, it may require longer-term integration to enhance linguistic precision. These findings challenge the view of AI as a mere correction tool, proposing instead its role as a psychological scaffold that empowers reticent learners to speak more confidently.
Keywords: Generative AI, Google Gemini, Speaking Anxiety, EFL Fluency, Scaffolding, Affective Filter
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