Tribal communities constitute 8.6% of India’s population and face systemic barriers in socio-economic development and cultural preservation. The Deori community in Assam utilises the Deori Autonomous Council (DAC) as a mechanism for localised self-governance. The primary objective of this research is to evaluate the DAC’s initiatives in facilitating educational and vocational empowerment. Employing a descriptive-analytical research design, census sampling was utilised to interview all 22 active DAC members in 2025. Statistical analysis reveals a highly significant consensus regarding program effectiveness (\chi^2 = 12.10, p = 0.002), with 59% of members rating initiatives as highly effective. While 280 professional technical seats and civil service scholarships are successfully facilitated through urban-centric collaborations, primary data indicate a 100% absence of vocational training infrastructure within rural village boundaries.

The DAC serves as a vital institutional tool for empowerment; however, the reliance on external urban hubs necessitates out-migration for skill acquisition. Future policies should prioritise localised infrastructure and the integration of indigenous knowledge systems.

Keywords: Deori Autonomous Council, Tribal Education, Vocational Empowerment, Indigenous Communities, Assam.

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Religion has played a fundamental role in shaping human civilization, social institutions, cultural values, and collective identities throughout history. The relationship between religion and society has continuously evolved in response to political, economic, and cultural transformations across different historical periods. The present study explores the historical relationship between religion and society and examines how religious beliefs, practices, and institutions have contributed to cultural transformation in various civilizations. The research highlights the influence of religion on social organization, education, moral values, traditions, governance, and intercultural interactions from ancient to modern times. The study adopts a historical and analytical approach to examine the ways in which religion has influenced societal development and cultural change across different regions and historical contexts. It investigates the role of major world religions in shaping social norms, community structures, artistic expression, and intellectual advancement. The research also discusses how religious reform movements, colonial encounters, modernization, globalization, and technological developments have transformed traditional cultural practices and social behavior. Particular emphasis is placed on the interaction between religion, identity formation, and social cohesion in multicultural societies.

Keywords: Religion, Society, Cultural Transformation, Historical Study, Civilization, Social Change, Cultural Identity, Religious Institutions, Social Development, Intercultural Relations.

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Positive classroom management practices are essential in creating effective learning environments that promote student engagement, discipline, and academic achievement. In recent years, educational institutions have emphasized proactive and supportive classroom management approaches that focus on encouraging positive behavior rather than relying on punitive disciplinary measures. Understanding teachers’ perspectives on these practices is important in identifying strategies that support effective classroom management and improve teaching and learning experiences. This study employed a qualitative descriptive research design to explore teachers’ perspectives on positive classroom management practices. Data were collected through semi-structured interviews with ten secondary school teachers selected using purposive sampling. The participants had at least two years of teaching experience and were actively involved in classroom instruction. The collected data were transcribed and analyzed using thematic analysis to identify common themes related to teachers’ experiences, strategies, and challenges in implementing positive classroom management practices. The study concludes that positive classroom management practices play a significant role in promoting effective learning environments and improving student behavior. Teachers’ use of proactive and supportive strategies contributes to better classroom discipline and increased student participation. The findings suggest that providing professional development programs and institutional support for teachers may enhance the implementation of positive classroom management practices in schools.

Keywords: Classroom Management, Teacher Perspectives, Positive Discipline, Student Behavior, Teaching Strategies.

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Learning loss has become a critical issue in education systems worldwide, particularly following the disruption of traditional schooling caused by the COVID-19 pandemic. In the Philippines, the Department of Education introduced the Academic Recovery and Accessible Learning (ARAL) Program to address gaps in foundational skills among learners, particularly in literacy, numeracy, and science competencies. This systematic review synthesizes empirical and theoretical literature from 2020–2025 examining innovative classroom teaching and management strategies relevant to the implementation of the ARAL Program. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, 42 relevant studies and reports were screened, with 21 studies meeting the inclusion criteria. The findings highlight six major themes of effective instructional practices: differentiated instruction, guided small-group learning, gamified and technology-assisted instruction, multisensory teaching approaches, formative assessment and learning monitoring, and positive classroom management strategies. Results suggest that the integration of innovative teaching practices with structured classroom management significantly enhances student engagement, academic recovery, and learning outcomes. The review concludes that successful implementation of the ARAL Program requires continuous teacher professional development, curriculum adaptation, and institutional support for innovative pedagogical practices.

Keywords: ARAL Program, Learning Recovery, Innovative Teaching Strategies, Classroom Management, Systematic Review, Philippine Education.

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Culturally responsive classroom management (CRCM) has emerged as an essential pedagogical approach that promotes equitable learning environments by recognizing and valuing students’ diverse cultural backgrounds. As classrooms become increasingly diverse, teachers are expected to implement strategies that support inclusivity, respect cultural differences, and foster positive learning environments. This meta-analysis examines existing research on culturally responsive classroom management and its impact on student inclusivity in educational settings. This study utilized a meta-analytic approach to synthesize findings from previously published empirical studies on culturally responsive classroom management. A systematic search of peer-reviewed journal articles published between 2010 and 2024 was conducted using academic databases such as Google Scholar, ERIC, and Scopus. A total of 30 studies that met the inclusion criteria were analyzed. The studies were evaluated based on research design, sample characteristics, and reported outcomes related to classroom inclusivity, student engagement, and behavioral outcomes. The meta-analysis indicates that culturally responsive classroom management plays a critical role in promoting inclusive learning environments. By integrating culturally responsive practices into classroom management strategies, educators can enhance student engagement, reduce behavioral disparities, and support equitable educational outcomes. The findings highlight the need for teacher training programs and institutional policies that emphasize culturally responsive teaching practices to support diverse student populations.

Keywords: Culturally Responsive Teaching, Classroom Management, Student Inclusivity, Multicultural Education, Equity in Education.

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This study assessed the level of user satisfaction with library services at Bacolod City College for the School Year 2024–2025. Using a descriptive quantitative design supported by qualitative feedback, the research evaluated four key service dimensions: library holdings, physical facilities, information and communication technology (ICT), and staff and personnel performance. A total of 265 respondents from various academic programs and year levels participated in the survey. Findings revealed a high level of satisfaction across most service areas, particularly in staff performance and library holdings. Physical facilities were also rated positively, although suggestions for improved seating, ventilation, and noise control emerged from open-ended responses. The most notable concern was in ICT services, with Wi-Fi access and computer availability receiving the lowest satisfaction ratings. The integration of qualitative feedback provided further insight into areas for improvement. The study concludes that while the library is largely effective in meeting users’ needs, strategic enhancements in digital infrastructure and facility management are recommended to further optimize user experience and academic support.

Keywords: Library User Satisfaction, Academic Libraries, Service Quality, Information and Communication Technology, Higher Education.

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This study analyzes the classroom ecology practices of graduate students enrolled in Master of Arts in Education programs across different specializations during the Summer of 2025 in Northern Negros. Using a descriptive-comparative research design, it examines practices related to routines and procedures, expectations and rules, proximity and movement, instruction and feedback, addressing misbehavior, engagement and pacing, and overall classroom ecology. Results show a generally high level of classroom ecology practices across all domains and groups, with Technology and Livelihood Education (MAT TLE) students rating routines and procedures significantly higher than other programs. No significant differences were found between private and public schools or between rural and urban settings. The findings highlight the influence of program-specific demands on classroom management styles and support the effective preparation of graduate students to create positive, structured, and engaging learning environments. The study recommends strengthening program-specific training and further research on long-term and integrative effects of classroom ecology.

Keywords: Classroom Ecology, Graduate Students, Classroom Management, Routines and Procedures, Engagement, Instructional Feedback, Misbehavior, Education Programs, Comparative Study, Northern Negros.

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This study wanted to determine the factors affecting academic engagement in the Special Program in Sports (SPS) at one public junior high school in Northern Negros during the 2025-2026 academic year. The researcher employed a descriptive design and stratified, proportionate random sampling to collect data from 82 of 104 learners, representing various grades, sexes, and sport types. A researcher-developed questionnaire was used, yielding a content validity index of 0.87 and a Cronbach’s alpha of 0.896. Descriptive statistics (mean, rank, and standard deviation) and inferential tests (Mann-Whitney U, ANOVA, and Pearson’s r) were applied at a 0.05 significance level. Results showed high levels of academic engagement in personal habits and external support systems, with no significant differences by sex or sport type.

Keywords: Special Program in Sports (SPS), Academic Engagement, Student-Athletes, Descriptive-Correlational Study, Personal Habits, External Support Systems, Junior High School Education.

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This study wanted to determine the factors affecting academic engagement in the Special Program in Sports (SPS) at one public junior high school in Northern Negros during the 2025-2026 academic year. The researcher employed a descriptive design and stratified, proportionate random sampling to collect data from 82 of 104 learners, representing various grades, sexes, and sport types. A researcher-developed questionnaire was used, yielding a content validity index of 0.87 and a Cronbach’s alpha of 0.896. Descriptive statistics (mean, rank, and standard deviation) and inferential tests (Mann-Whitney U, ANOVA, and Pearson’s r) were applied at a 0.05 significance level. Results showed high levels of academic engagement in personal habits and external support systems, with no significant differences by sex or sport type.

Keywords: Special Program in Sports (SPS), Academic Engagement, Student-Athletes, Descriptive-Correlational Study, Personal Habits, External Support Systems, Junior High School Education.

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The purpose of this research was to investigate possible factors that lead to value creation and future sustainability in the field of scientific collaboration management at higher education institutions (HEIs) level. Through a new validated questionnaire that includes the opinions of a variety of research collaborators and alike positions at different Saudi universities, the author argues the emergence of two interesting contradictory factors. A positive and significant effect of funding opportunities, but a lack of a significant strategy development that is planned around resilience. The university self-autonomy is considered as a major burden in maximizing scientific collaborations for HEIs and a major factor of public budget deficit. In addition, benchmarking analysis with elite institutions showed significant divergent across the collaboration spectrum. New studies in this area built on the present findings, may explore a balance between the strategy development and its financial implementation from different perspectives to get meaningful results that add real values and secure long – term sustainability.

Keywords: Collaboration, Value Creation, Resilient Strategy, Sustainability, GLM estimation, Benchmarking.

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