Introduction: Professional integrity is a fundamental attribute of teachers and plays a critical role in maintaining educational quality and ethical practice. In China, the implementation of the Double Reduction Policy significantly transformed the operational environment of off-campus training centers, raising concerns about its impact on teachers’ professional integrity. This study examined the level of professional integrity of off-campus training center teachers before and during the implementation of the Double Reduction Policy and identified implications for a social support program.

Method: The study employed a quantitative descriptive research design using a survey method. A total of 237 teachers from off-campus training centers in Dongying, Shandong Province, China, were selected through purposive sampling. A researcher-modified questionnaire measured professional integrity in terms of character traits and workplace integrity before and during the policy implementation. Descriptive statistics and paired-sample t-tests were used to analyze the data at a 0.05 level of significance.

Result: Findings revealed that teachers’ professional integrity was rated low both before and during the implementation of the Double Reduction Policy. However, significant differences were found between the two periods, with improvements observed in diligence, communication skills, discipline, and relationships with parents during policy implementation. No significant changes were noted in knowledge mastery, teaching methods, and feedback provision. Workplace integrity showed only minimal improvement, indicating persistent ethical and organizational challenges.

Conclusion: The Double Reduction Policy had a significant yet uneven impact on teachers’ professional integrity, improving observable professional behaviors while leaving core instructional and ethical competencies underdeveloped. The findings underscore the need for a structured social support program to strengthen teachers’ professional integrity amid educational reforms.

Keywords: Professional Integrity, Double Reduction Policy, Off-Campus Training Centers, Teachers, Social Support Program.

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This study analyzes the textuality of Aesop’s fable “The Boy Who Cried Wolf” focusing on its morphologic segmentation linearity analyses. This study utilizes structural analysis as the method of analyzing data. Findings reveal that the linear morphologic segmentation of morphemic contents of Aesop’s fable “The Boy Who Cried Wolf” reveals twenty-six (26) lexical morphemes of six (6) simple forms (roots), fifteen (15) complex forms (roots and affixation), four (4) irregular verbs (verbs and affixation), and one (1) compound word (head and modifier) and two hundred twelve (212) grammatical morphemes broken down as follows: one hundred eighty-three (183) determiners, sixteen (16) adverbs, six (6) prepositions, four (4) verbs,  two (2) pronouns, and one (1) conjunction. Based on the findings, it can be said that the chosen fable follows morphologic segmentation linearity as shown above based on its textuality. It is recommended that second language instruction should include linear morphologic analysis of the segmentation of the content and function words in varied textualities to aid vocabulary development. Further, it is proposed that other linguistic investigations like the syntactic and phonetic morphologic segmentation linearity should also be done to analyze better and understand the textuality of Aesop’s fable “The Boy Who Cried Wolf”.

Keywords: Morphologic Analysis, Segmentation Linearity, Free Morpheme, Lexical Morpheme, Grammatical Morpheme.

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Background: The rapid expansion of artificial intelligence (AI) and virtual reality (VR) in nursing education has transformed how clinical skills, assessment, and decision-making are taught. However, successful adoption of these innovations largely depends on educator leadership, particularly in guiding faculty, supporting implementation, and fostering technological readiness. Despite the growing literature on digital transformation in healthcare education, limited research has examined how leadership influences AI/VR integration in nursing programs.

Objectives: This study aimed to determine the level of educator leadership in implementing AI and VR, assess the extent of technology integration, and examine the relationship between leadership dimensions and AI/VR utilization in nursing education.

Methods: A quantitative descriptive–correlational design was employed among 150 nursing educators from higher education institutions. Standardized questionnaires measured leadership across four domains – vision and innovation, technical competence, supportive/motivational leadership, and change management – alongside levels of AI/VR implementation. Data were analyzed using descriptive statistics and Pearson r correlation.

Results: Findings revealed high leadership in vision, innovation, motivation, and change management, while technical competence ranked moderate. AI/VR implementation was moderate overall, with VR simulation more widely used than AI-supported assessment. Significant strong positive correlations were found between educator leadership and technology implementation (r = .612, p < .001), particularly in technical competence and change management.

Conclusion: Educator leadership plays a critical role in advancing AI/VR integration in nursing education. Strengthening faculty training, institutional support, and digital readiness is recommended to enhance technology-driven teaching.

Keywords: Educator Leadership, Artificial Intelligence, Virtual Reality, Nursing Education, Technology Integration, Digital Pedagogy, Innovation Adoption.

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Fostering a culture of research is crucial for enhancing critical thinking, problem-solving skills, and knowledge generation among educators and students. This study evaluates Project SEARCH, a collaborative initiative between Guiguinto Central School (GCS) and La Consolacion University Philippines (LCUP), designed to improve GCS’s research productivity and capacity. Project SEARCH provided GCS teachers with training and mentorship, equipping them to design and implement quality action research, culminating in a research colloquium. The study assessed the program’s impact on research skills, productivity, and capacity. Results showed that Project SEARCH significantly enhanced teachers’ research competence, raising the overall mean score from 2.72 to 3.06. Before Project SEARCH, teachers had a basic understanding of research but struggled with designing effective research instruments and identifying suitable methods. Post-implementation, teachers improved significantly in data collection and applying research methodologies. The program’s success is highlighted by a statistically significant increase with a p-value of 0.01173, indicating that these improvements were not random. However, further development in research literacy, ethical practices, and critical thinking is necessary. Teachers also need more training in producing coherent research reports and applying their findings practically. Continued capacity-building efforts will help sustain and enhance these gains, fostering a robust research culture among teachers and potentially improving educational practices based on research findings.

Keywords: Project SEARCH, La Consolacion University Philippines, Research, Competence, Guiguinto Central School, Capacity-Building.

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Introduction: Virtual Reality (VR) is increasingly used in nursing education to bridge the gap between theoretical knowledge and clinical practice. Its immersive and interactive nature allows students to experience realistic patient scenarios in a safe, controlled environment. Despite growing adoption, empirical evidence quantifying VR’s effects on knowledge retention, clinical confidence, and decision-making abilities remains limited. This study aimed to examine nursing students’ perceptions of VR’s impact on these learning domains.

Methods: A descriptive quantitative design was employed involving nursing students who had completed VR-based clinical simulations. A validated 15-item questionnaire assessed three domains – knowledge retention, confidence in clinical skills, and decision-making abilities – using a five-point Likert scale. Descriptive statistics (mean and standard deviation) were calculated to determine the overall perception of VR’s effectiveness.

Results: Findings revealed uniformly positive perceptions across all domains. Knowledge retention and confidence in clinical skills both achieved a category mean of 4.50 (SD = 0.50), while decision-making abilities had a mean of 4.52 (SD = 0.50). Students reported that VR enhanced their understanding of nursing concepts, increased their confidence in performing clinical procedures, and improved their ability to make informed decisions under pressure.

Discussion and Conclusion: These results support the growing evidence that VR is an effective pedagogical tool in nursing education. VR promotes active learning, reflection, and skill mastery, thereby improving knowledge retention and clinical competence. Integrating VR into nursing curricula can strengthen critical thinking and prepare students more effectively for real-world patient care.

Keywords: Virtual Reality, Nursing Education, Knowledge Retention, Clinical Confidence, Decision-Making.

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This research investigated the correlation between teachers’ instructional strategies competence and students’ academic performance in a state college in Northwest part of Negros Island. The study utilized a descriptive-correlational design and 869 college students assessed their teachers’ instructional strategies using the revised Approaches to Teaching Inventory across three domains: Conceptual Change (Student-Focused), Conceptual Change (Teacher-Focused), and Information Transmission (Teacher-Focused). Results showed that teachers’ instructional strategies competence was rated as “High (overall mean = 4.0) across the three domains. Meanwhile, students demonstrated a “Very Good” overall academic performance, with significant variations among academic programs. A significant positive moderate correlation (ρ = 0.637, p = 0.016) was found between teachers’ instructional strategies competence and students’ performance. The findings highlight the importance of varied and effective teaching strategies in enhancing academic outcomes. It is therefore recommended that institutions support faculty through continuous professional development to sustain higher instructional competence to further upraise student achievement in line with the institution’s mission of educational excellence.

Keywords: Competence, Instructional Strategies, Academic Performance.

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Sustainability in higher education institutions (HEIs) has become increasingly essential in fostering environmental stewardship, social equity, and economic responsibility. Community colleges, as accessible and community-rooted institutions, played a vital role in this agenda. This study aimed to assess the sustainability practices of three community colleges in Negros Occidental – LC 1, LC 2, and LC 3 – by evaluating the level of integration of sustainability efforts, institutional commitment, and the effectiveness of policy implementation. It also examined the differences among institutions in these areas. A quantitative-descriptive research design was employed. Data were collected through a structured survey administered to 575 respondents comprising faculty, administrators, and staff from the three colleges. Descriptive statistics were used to determine levels of sustainability integration, commitment, and policy provision. The Kruskal-Wallis H test was applied to assess significant differences among institutions regarding integration, institutional commitment, and policy implementation in five key areas: sustainability practices, waste management, energy conservation, water conservation, and clean air. Findings indicated a high level of sustainability integration and institutional commitment across all three colleges, with LC 1 consistently demonstrating higher scores. However, significant differences emerged in the effectiveness of institutional policies, particularly in their implementation and strategic alignment with sustainability goals. Challenges identified included limited funding and resource allocation, inconsistent faculty involvement, and varying degrees of community partnership and stakeholder collaboration. The results underscored the importance of formalizing and institutionalizing sustainability policies, improving resource support, and actively engaging both internal and external stakeholders. Strengthening conservation efforts, embedding sustainability in institutional operations, and fostering a culture of environmental and social responsibility were critical for long-term impact. The findings contributed to the ongoing discourse on sustainability in Philippine HEIs and offered practical, localized strategies for enhancing sustainability practices in community colleges.

Keywords: Sustainability, Higher Education Institutions, Institutional Commitment, Community Colleges, Environmental Stewardship, Policy Implementation.

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Hybrid learning environments have become increasingly prominent in higher education following the digital transformation accelerated by the COVID-19 pandemic. These environments combine face-to-face instruction with online learning platforms, creating flexible and interactive educational experiences. Student engagement remains a critical determinant of learning success in such environments. This study examines behavioral, emotional, and cognitive engagement among university students participating in hybrid learning environments. A quantitative research design was adopted, and data were collected from 600 undergraduate and postgraduate students enrolled in hybrid courses. Descriptive statistics were used to analyze engagement levels across the three dimensions. The findings reveal that hybrid learning environments significantly enhance student participation, motivation, and intellectual involvement in learning activities. Behavioral engagement is reflected through increased participation in classroom and online discussions, while emotional engagement is strengthened through improved interaction and sense of belonging. Cognitive engagement is enhanced through active learning strategies and technology-supported instructional activities. The study concludes that well-designed hybrid learning environments promote multidimensional student engagement and contribute to improved learning outcomes in higher education.

Keywords: Hybrid Learning, Student Engagement, Behavioral Engagement, Emotional Engagement, Cognitive Engagement, Higher Education.

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The Indian legal landscape is governed by the principle of Constitutional Supremacy, a doctrine ensuring that the Constitution remains the Grundnorm or the ultimate source of legal authority. Central to maintaining this supremacy is the power of Judicial Review. This paper explores the evolution of judicial review from a defensive mechanism into a proactive tool for constitutional preservation. It analyzes the transition of the judiciary into a “sentinel on the qui vive,” the emergence of the “Basic Structure Doctrine” as a shield against overreach, and the contemporary challenges of judicial activism versus overreach in a shifting political climate.

Keywords: Constitutional Supremacy, Judicial Review, Basic Structure Doctrine, Fundamental Rights, Judicial Activism.

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The rapid integration of digital technologies into higher education has transformed instructional practices and redefined how learning outcomes are achieved and evaluated. Technology-enabled pedagogy refers to the purposeful use of digital tools, learning management systems, interactive platforms, and data-driven instructional strategies to enhance teaching effectiveness and student learning. This study investigates the relationship between technology-enabled pedagogy and academic performance in higher education institutions. Drawing on constructivist learning theory and technology acceptance frameworks, the study examines how instructional technology integration, interactive teaching practices, and digital learning support influence students’ academic outcomes. The study also highlights the importance of institutional support and instructor digital competence in maximizing the educational benefits of technology use. This study contributes empirical evidence to the growing body of research on digital pedagogy in higher education and offers practical implications for educators, institutional leaders, and policymakers seeking to improve academic performance through effective technology-enabled teaching strategies.

Keywords: Technology-Enabled Pedagogy, Academic Performance, Higher Education, Digital Learning, Instructional Technology, Student Engagement, Teaching Effectiveness.

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