This study examines policy-driven solutions aimed at improving English language education and raising academic standards among upper secondary students in Klang Valley, Malaysia. Despite numerous curriculum reforms and pedagogical innovations, English proficiency levels in secondary schools have remained inconsistent, posing challenges for students’ academic success and future employability. Drawing on a mixed-method approach, the research analyzes existing national education policies, implementation gaps, and localized teaching practices to assess their impact on language acquisition and learner outcomes. The study evaluates initiatives such as the Dual Language Programme (DLP), Common European Framework of Reference (CEFR)-aligned assessments, and teacher professional development schemes.

Keywords: English Language Education, Policy-Driven Solutions, Upper Secondary Students, Klang Valley, Language Proficiency Standards, Educational Reform, CEFR Alignment, Teacher Professional Development, Curriculum Innovation.

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As broadcast learning becomes a critical component of digital education, concerns about inclusivity and accessibility for students with diverse abilities have gained prominence. This paper explores how Universal Design for Learning (UDL) can be effectively applied within broadcast education systems to address issues of educational inequity. Drawing on a synthesis of literature, case studies, and UDL guidelines, the study identifies gaps in current broadcast learning models and offers a framework for inclusive content delivery. It concludes that broadcast learning, when aligned with UDL principles, holds the potential to democratize education and bridge accessibility divides in the digital age.

Keywords: Universal Design for Learning, Broadcast Education, Educational Equity, Accessibility, Diverse Learners, Inclusive Education.

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This study explores the complex landscape of cultural pluralism and identity formation in medieval India, focusing on the period between 1200 and 1800-a time marked by dynamic interactions between diverse religious, linguistic, and social communities. Challenging the binary narratives of conflict and domination, the research highlights the syncretic traditions that emerged through sustained contact between Hindu, Muslim, Jain, Buddhist, and regional folk cultures. It investigates how shared spaces-such as Sufi shrines, Bhakti gatherings, trade routes, courtly patronage, and vernacular literature-served as crucibles for intercultural dialogue, accommodation, and hybrid identity formation. Drawing from a range of historical sources including hagiographies, travelogues, court chronicles, temple and dargah inscriptions, and vernacular texts, the study maps the development of shared religious practices, composite art forms, and pluralistic philosophies in key regions such as the Deccan, Bengal, Punjab, Awadh, and Gujarat. The research particularly focuses on figures and movements that embodied syncretism, such as Kabir, Amir Khusrau, Guru Nanak, and the Nath-Sufi traditions, whose teachings transcended sectarian lines and emphasized universal human values. The study argues that syncretic traditions were not peripheral or accidental, but rather central to the formation of regional and subcontinental identities. These traditions shaped everyday life, social rituals, and linguistic evolution, providing a framework for coexistence and shared belonging that persisted even amidst political conflict. By situating syncretism within a broader historical and theoretical context, this study contributes to ongoing scholarly debates on intercultural exchange, identity politics, and the cultural history of South Asia.

Keywords: Medieval India, Cultural Pluralism, Syncretism, Identity Formation, Social History, Regional Histories.

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The rapid advancements in artificial intelligence (AI) have transformed physical skill acquisition across various domains, including sports training, rehabilitation, and technical education. This study investigates the impact of cognitive load and feedback mechanisms in AI-based and traditional training methods for physical skill acquisition. It explores how these variables influence learning efficiency, motor skill retention, and learner engagement. Using a mixed-method research design, data were collected from 200 participants through pre- and post-training assessments, cognitive load measurements, and qualitative feedback surveys. Findings indicate that AI-based training reduces cognitive load through adaptive learning and real-time feedback while improving skill retention. However, traditional training methods provide enhanced personalized instruction and social motivation, which positively impact engagement and motivation. The study highlights the strengths and limitations of both approaches, offering valuable insights for optimizing physical training programs.

Keywords: Cognitive Load, Feedback Mechanisms, AI-Based Training, Traditional Training, Physical Skill Acquisition, Learning Efficiency.

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भारत 2047 तक एक विकसित राष्ट्र बनने की दिशा में अग्रसर है, जिसमें सामाजिक प्रगति एक महत्वपूर्ण घटक के रूप में कार्य कर रही है। वर्तमान सामाजिक स्थिति को समझना और उसमें आवश्यक सुधार करना इस लक्ष्य की प्राप्ति के लिए अनिवार्य है। यह अध्ययन भारत की मौजूदा सामाजिक संरचना, शिक्षा, स्वास्थ्य, लैंगिक समानता, रोजगार, आर्थिक असमानता और डिजिटल समावेशन जैसे प्रमुख कारकों का विश्लेषण करता है। सरकार द्वारा चलाई जा रही विभिन्न योजनाएँ, जैसे कि ‘आत्मनिर्भर भारत’, ‘बेटी बचाओ, बेटी पढ़ाओ’, ‘डिजिटल इंडिया’ और ‘स्वच्छ भारत मिशन’, समाज में सकारात्मक परिवर्तन लाने के लिए कार्यरत हैं। हालाँकि, सामाजिक असमानता, गरीबी, बेरोजगारी, स्वास्थ्य सुविधाओं की कमी और शहरी-ग्रामीण विभाजन जैसी चुनौतियाँ अभी भी मौजूद हैं। इस शोध का उद्देश्य वर्तमान सामाजिक स्थिति का व्यापक अध्ययन कर यह समझना है कि भारत 2047 तक अपने विकास लक्ष्यों को कैसे प्राप्त कर सकता है। इस संदर्भ में, समावेशी विकास, तकनीकी नवाचार, शिक्षा सुधार और समानता पर बल देने की आवश्यकता है।

मूल शब्द: विकसित भारत 2047, सामाजिक विकास, आर्थिक असमानता, शिक्षा सुधार, स्वास्थ्य सेवा, रोजगार, डिजिटल समावेशन, लैंगिक समानता, सतत विकास, सरकारी नीतियाँ।

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Special education (SPED) teachers encounter issues with student behaviors, particularly when their students are unsatisfied with their education. Understanding the student’s impairment and establishing coping techniques can help them control their behavior. This study analyzes the experiences of special education teachers in Koronadal City, South Cotabato. This study used the Transcendental Phenomenological Method and interviews. A thematic analysis revealed the importance of fulfillment, overcoming challenges, professional progress, and support networks in building an inclusive learning environment. Emphasized also is the call for collaboration, advocacy, and innovation for a comprehensive learning environment. Teachers are committed to building acceptance and accommodation within the community as the foundation of an inclusive education system. It is recommended to develop comprehensive programs, collaboration, teacher-student relationships, and a safe learning environment to enrich special education. Anti-stigma efforts must be introduced to modify societal prejudice, giving SPED learners the opportunities to be independent and develop life skills intended for employment.

Keywords: Special Education (SPED), Special Education Learners, Special Education Teachers, Lived Experiences, Inclusivity.

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Promotions for teachers within the Department of Education (DepEd) encounter obstacles and issues, as securing promotion opportunities can be competitive since numerous qualified teachers vie for limited positions, particularly in more attractive locations or higher ranks. The scarcity of available positions intensifies the competition among qualified teachers. This study identifies the experiences of junior high school teachers at Koronadal National Comprehensive High School (KNCHS-JHS) in seeking promotion. Using Transcendental Phenomenological Research and interviews, a thematic analysis reveals that continuous career progression through training and additional qualifications is important in the process. Fair and competitive salaries motivate teachers to seek promotions, while fairness, transparency, and equal opportunities in the promotion process are also essential. School administrators and colleagues play crucial roles in providing support and encouragement for promotion. The study recommends the DepEd ensure accountability, transparency, skill enhancement opportunities, supportive work environment, and teachers’ decision-making empowerment for promotion.

Keywords: Junior High School Teachers, Promotion, Job Satisfaction, Experiences, Obstacles and Issues.

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This study explores the relationship between self-esteem and weight status among selected psychology students. Self-esteem, a crucial aspect of psychological well-being, is often influenced by an individual’s perception of their body weight and overall health. This research aims to examine whether weight status-categorized by Body Mass Index (BMI)-has a significant impact on the self-esteem levels of psychology students. A mixed-method approach was employed, combining quantitative measures of BMI and self-esteem scores with qualitative insights from interviews. Findings reveal that students with weight statuses outside the normative range often report lower self-esteem, though social support and personal resilience appear to mediate this effect. The study underscores the importance of addressing weight-related stigma and promoting holistic mental health strategies within academic institutions.

Keywords: Self-esteem, Weight Status, Psychology Students, Body Mass Index (BMI), Mental Health.

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The journey of resilience and evolving perspectives can help navigate the aftermath of an armed conflict. This study determined the School Community Leaders (SCLs) worldviews under End Local Communist Armed Conflict (ELCAC. It is anchored on Experiential Learning Theory, which contends that everything occurs in a social environment. This study was conducted in Sultan Kudarat, wherein the participants were the school administrators, DepEd key officials, and teachers. The phenomenological approach was employed. The 12 participants volunteered to participate, and their worldviews were analyzed using thematic analysis. The results revealed that the participants felt the children’s desire for peace and to continue their studies through the support and commitment of the SCLs. The SCLs desired to end conflict and establish sustainable peace despite community conflicts. The activities implemented greatly propelled the behavior of the community members and SCLs. Established peaceful communities are possible. The successful activities led to the attainment of its objectives to lessen, if not eliminate, armed conflicts. As participants described, the ELCAC support navigates the armed conflicts. The participation of community members was recommended. Financial assistance can be allocated to its implementation to gain community support and participation.

Keywords: End Local Communist Armed Conflict, School Community Leaders, Phenomenological Exploration.

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By capturing the voices and perspectives of those directly involved in the administration of local governance, the general public will be able to identify their experiences. The study aims to know the lived experiences of LGU elected officials in the administration of locale governance, to identify the context of the lived experiences of LGU elected officials in local Governance, and to determine the views of LGU elected officials in the administration of locale governance in the future.

This qualitative study employs the Transcendental Phenomenological Method to illuminate the lived experiences of the Local Government Unit (LGU)-elected officials in the administration of local governance, focusing on the Municipality of Esperanza in Sultan Kudarat, Philippines. The research unravels the intricacies and challenges inherent in LGU governance roles through purposive sampling and in-depth semi-structured interviews with four officials.

Guided by Braun and Clarke’s Thematic Analysis framework, data analysis seeks to distill key themes from the participants’ narratives. Themes such as Family Legacy and Community Service, Serving Others and Legacy, Inspiration and Challenges in Public Service, and Faith, Family, and Community Assistance emerge, providing rich insights into the motivations and obstacles LGU officials encounter.

The findings underscore the multifaceted nature of LGU governance, highlighting the interplay between familial legacies, community service, and a commitment to public welfare. Economic progress, effective budgeting, and political engagement are identified as critical elements shaping the landscape of local governance in Esperanza. Despite challenges, LGU officials are steadfast in serving constituents and fostering community development.

In conclusion, this research contributes to a deeper understanding of LGU governance dynamics, offering practical insights for enhancing the efficacy and integrity of local governance practices. The study underscores the importance of addressing diverse challenges while navigating the complex terrain of public service, ultimately striving toward the growth and prosperity of communities like Esperanza.

Keywords: Lived Experiences, LGU-Elected Officials, Administration, Local Governance.

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