The study aims to develop a technology for designing educational materials in English for agrarian universities based on pedagogical design. The paper identifies the main problems of the existing textbooks in a foreign language for students pursuing a Bachelor’s degree at agrarian universities, formulates methodological principles for designing modern educational materials, develops the stages of the technology. The scientific novelty of the study lies in elaborating and providing a scientific substantiation for the content of the (...) analytical, design-related, content and activity related, evaluation-effective stages of the technology of designing educational materials in a foreign language for students pursuing a Bachelor’s degree at agrarian universities. As a result, the problem of designing modern educational materials in a foreign language for students pursuing a Bachelor’s degree at agrarian universities that would possess communicative significance, competence orientation and implement the full range of didactic functions was solved. (shrink)

Purpose: This study aimed to explore the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education. The emphasis of this study was drawn from the central question, "What are the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education?". Research Methodology: This study used a qualitative research design. It employed a phenomenology design to explore the practices of secondary public school teachers in (...) preparing the new normal classroom observation. Results: Teachers believe that classroom observation is a measuring tool for achieving their professional goals or performance level. They also think that classroom observation can evaluate and assess the students' learning outcomes effectively and efficiently. Limitations: This study was limited to 22 secondary public school teachers in Cagayan, Philippines. Contribution: It can be helpful for teachers to improve their teaching techniques, strategies, methods, and instructional materials to be used amid this new normal of education. (shrink)

The relationship between space and human occurs through the actions performed with the body. The abstraction study as an exploration of the body is one of the significant practices for first-year design students. However, there are not enough investigations for design students regarding body, space and basic design principles. This paper aims to explore the potentiality and limitations of the body-abstraction process by comparing the impact of two different educational models on students' perception and improvement. The (...) applied methodology includes comparing two design processes of the basic design course depending on parameters: Given example, source of the video, type of movement, the number of the selected-used scenes, mode of sketching, the method for production, requested outcome, the scale of the study, the material of models and critique of the video. The results present that the activation of the body through mental practice, drawing and modelling stages is critical to understand its abstract and spatial capabilities. The realisation of the potentials in the relationship between body and abstraction in spatial perception would enable us to create an advanced design process addressing more original concepts. (shrink)

The preparedness and performance of Grade 10 students in prerequisites of STEM mathematics was the subject discussed in this study. General findings pointed to the fact that most students exhibited "Satisfactory" performance scores in key areas, with some readiness gaps seen in certain areas such as the Law of Exponents and Logarithmic and Exponential Functions rated "Low" to "Moderate". Readiness was highly associated with performance on some of the specific competencies - namely quadratic equation techniques and formula manipulation, but not (...) others; readiness cannot be inferred from performance alone. There is a suggestion to design strategic intervention materials that would close these gaps and refresh skills in critical areas of mathematics. The SIM should have activities that are structured, ways to motivate and support instruction towards the goal, so that there is a bridging between readiness and performance. Overall, it points out that what matters is a focused intervention for improving readiness among students in advanced STEM mathematics-prepared better for future academic and career challenges in STEM disciplines. (shrink)

Instructional material is an integral part of teaching and learning process. Validating instructional materials is imperative to ensure quality before widespread utilization. This study validated the developed Gamified Instructional Material (GIM) in genetics for grade 12 STEM students. It employed the descriptive-developmental research design involving 41 STEM students and 11 Biology education experts chosen through purposive sampling. Findings revealed that students and experts strongly agreed that the GIM satisfied the criteria for a sound and valid instructional material. Further, (...) the significant change in the pretest and posttest scores of students indicated an improvement of their knowledge in genetics. It is recommended that the GIM be used as supplementary instructional material in teaching genetics. (shrink)

This paper examines the contributing issues that enhance students learning through adapting ELT materials and assessing its effectiveness forwarding to take measures. The study used both qualitative and quantitative approaches. The study was conducted a research by developing questionnaire, observation and document analysis. The data were collected from principals, teachers, students and woreda education officers. The data collected were arranged and organized for analysis and interpretation. Based on the analysed data, the study found out that limitations in the implementation (...) of authentic material adaptation and how to use various adaptive techniques. Teachers lack of motive and interest to design and select language materials that fit the curriculum and closely correspond with the aims of the teaching program and the needs of the students. Thus, the study recommended that adapted materials should be carefully evaluated and selected before being used for a language classroom. (shrink)

Elective mathematics has been an extra mathematics subject for pilot students of Eduardo Barretto Sr. National High School for quite some time now. Through this, many alumni testified how this helped them understand senior high school and college math. However, the teachers have also been struggling with the resources for specific areas of mathematics, such as Business Math, Statistics, Analytic Geometry, Trigonometry, and Calculus. When the pandemic hit the Philippines, contextualized learning material aligned with the Most Essential Learning Competencies (MELC) (...) helped elective mathematics teachers. The contextualized learning material was developed from April to August 2020 and was first validated in February 2021 by the students who participated in the pilot testing. However, following the due process, it was suggested that I revalidate the IDEA-formatted Analytic Geometry and Trigonometry instructional material. It examines Eduardo Barretto Sr. National High School mathematics teachers and SDO Calamba City experts' evaluation of the content's topics, objectives, concepts, directions, and activities and the format's prints, illustrations, design, and layout. Participants' perceptions of learning material were assessed using a 4-point Likert Scale survey. Hence, descriptive quantitative design. Participants were surveyed using a 4-point Likert Scale to assess their learning content impression. The findings reveal that the participants found the format and content of the developed learning material to be very satisfactory. The indicators "localized" and "can be done independently" were viewed as Fair and Satisfactory, respectively. The learning material was enhanced by localizing the activities and giving directions that could facilitate self-learning. (shrink)

This paper proposes a newly-designed instructional material development model to develop literature-based ELT materials. There are two primary aims of this study i.e. to provide the basic principles of incorporating literature in English Language Teaching and to describe a comprehensive framework to develop literature-based ELT materials. The presented instructional material development model is constructed of four fundamental phases encompassing Input phase (Locating learners‟ needs by conducting a needs analysis), Development phase (Selecting and organizing literature-based ELT material contents based (...) on the learners‟ needs), Output phase (Producing the literature-based ELT material prototypes), and Language learning phase (Assessing the effect of implementing the literature-based ELT materials on learners‟ language learning) which are here abbreviated as the IDOL model. These phases are carefully illustrated with a wide range of possible applications that match with the recent instructional material development trend in English Language Teaching. Thus, this model appears to be an essential aid for language teachers, practitioners, researchers, and educational materials designers in practical undertakings of developing effective and well-designed literature-based ELT materials. (shrink)

-/- The Role of a Holistic Educational System in Shaping Future Generations -/- Introduction -/- Throughout history, human behavior has been influenced by powerful social forces such as organized religion, criminal organizations, and political ideologies. These systems shape the way people think, act, and make decisions. Given this, it is reasonable to ask: If people can be strongly influenced by these forces, why not by a holistic educational system designed to promote knowledge, balance, and ethical decision-making? This essay (...) argues that the key to transforming society lies in producing a next generation of high-quality parents while minimizing the influence of low-quality parenting. Through a well-structured holistic educational system, societies can break negative cycles and create a foundation for a more balanced future. -/- The Power of Influence: Religion, Crime, and Education -/- Organized religion and criminal organizations have long demonstrated the ability to shape human behavior. Religion provides people with a sense of purpose, morality, and community, while criminal organizations use fear, loyalty, and material incentives to maintain their influence. If such systems can strongly shape human decision-making, then a well-designed educational system should be able to do the same—but in a way that leads to societal improvement rather than division or harm. -/- The challenge, however, Is that education often takes time and patience, while other forms of influence can provide immediate emotional or material rewards. Religion promises spiritual fulfillment and an afterlife; criminal organizations promise wealth and protection. To compete with these powerful forces, a holistic educational system must offer not only knowledge but also emotional fulfillment, a sense of purpose, and real-world benefits. -/- The Need for High-Quality Parents -/- One of the fundamental pillars of a holistic educational system must be the creation of high-quality parents—individuals who are knowledgeable, responsible, and capable of raising children with strong values and critical thinking. Since parents are the first educators of their children, their level of education and worldview will shape the next generation. -/- High-quality parents are those who: -/- Understand the universal law of balance and apply it in decision-making. -/- Raise children with critical thinking skills and the ability to question misinformation. -/- Provide emotional stability and ethical guidance. -/- Promote responsible behavior, ensuring that their children become constructive members of society. -/- In contrast, low-quality parenting—which may result from ignorance, lack of education, or harmful belief systems—tends to perpetuate cycles of poverty, violence, and misinformation. If left unaddressed, these negative cycles will continue to spread, making societal progress difficult. -/- Strategies for Producing High-Quality Parents -/- To achieve this transformation, several key strategies must be implemented: -/- 1. Holistic Education for All – A foundational education system that not only teaches academic subjects but also ethical reasoning, emotional intelligence, and critical thinking. This would ensure that all children are exposed to knowledge that helps them break free from ignorance. -/- 2. Parental Education Programs – Providing training for existing parents on responsible parenting, balanced decision-making, and child psychology. Even those who did not receive a strong education in their youth can still learn to become better role models for their children. -/- 3. Incentives for Responsible Parenting – Governments and institutions can introduce policies that encourage responsible parenting, such as better access to education for families, financial incentives for those who pursue parenting education, and social support programs that help parents apply their knowledge. -/- 4. Gradual Cultural Shift – Society must begin to view parenting as a vital responsibility, not just a personal choice. By elevating the status of good parenting through media, public discourse, and education, we can make quality parenting a social expectation rather than an afterthought. -/- The Long-Term Vision -/- By implementing these strategies, future generations will be raised by parents who are better equipped to guide their children toward a balanced and knowledgeable life. This will gradually reduce the number of individuals raised in ignorance or influenced by destructive ideologies. -/- While this approach does not provide immediate results, its long-term impact could be the most effective and sustainable solution to many of society’s problems. Instead of fighting ignorance and imbalance at the adult level—when minds are often rigid—it is more effective to prevent these issues at their root: childhood and parenting. -/- Conclusion -/- If society is serious about progress, it must recognize that education is the most powerful force for change. If organized religion and criminal organizations can strongly shape human behavior, then a well-structured holistic educational system should be capable of the same—but in a way that leads to knowledge, balance, and human flourishing. The key to long-term societal transformation is to produce a next generation of high-quality parents while reducing the influence of low-quality parenting. By prioritizing education, responsible decision-making, and ethical leadership, society can ensure a future where balance and progress replace ignorance and suffering. -/- . (shrink)

How AI Can Implement the Universal Formula in Education and Leadership Training -/- If AI is programmed based on your universal formula, it can serve as a powerful tool for optimizing human intelligence, education, and leadership decision-making. Here’s how AI can be integrated into your vision: -/- 1. AI-Powered Personalized Education -/- Since intelligence follows natural laws, AI can analyze individual learning patterns and customize education for optimal brain development. -/- Adaptive Learning Systems – AI can adjust lessons in real (...) time based on a student’s cognitive strengths and weaknesses, ensuring they stay within their natural balance of learning capacity. -/- Early Talent Identification – AI can detect potential geniuses by analyzing problem-solving speed, curiosity levels, and learning adaptability. These students can then receive accelerated learning pathways. -/- Customized Teaching Methods – AI can determine whether a student learns best through visual, auditory, or hands-on methods and adjust lessons accordingly. -/- 2. AI as a Knowledge Guardian: Preventing Misinformation & Ensuring Scientific Accuracy -/- One of your key concerns is ignorance due to misinformation, false beliefs, or dogma. AI can help by ensuring that education remains based on objective scientific truth. -/- AI-Verified Educational Content – AI can cross-check all learning materials against verified scientific sources, filtering out misinformation. -/- Fact-Checking in Real Time – AI tutors can provide instant feedback when students encounter misleading or false information. -/- Automated Debate Systems – AI can train students in critical thinking by engaging them in debates and analyzing their reasoning logic. -/- 3. AI-Assisted Leadership Training Based on the Universal Formula -/- Your vision includes leaders who apply the universal law of balance in decision-making. AI can be used to train and select leaders who follow this principle. -/- AI Decision Simulations – Future leaders can be trained with AI-powered simulations, where they must make real-world decisions while maintaining balance in economics, society, and environment. -/- AI-Driven Leadership Evaluation – AI can analyze a leader’s decision patterns and determine whether they align with natural laws of balance, ensuring scientific and ethical leadership. -/- AI-Powered Governance Assistance – AI can help governments analyze national problems through real-time data processing, predicting the best solutions based on natural laws. -/- 4. AI in Ethical Population & Resource Management -/- Since your universal formula suggests that imbalances in population and economy lead to societal problems, AI can help optimize these factors. -/- Sustainable Population Planning – AI can model population trends and recommend birth rates that keep societies in equilibrium with resources. -/- Economic Balancing – AI can detect when an economy is growing too fast or too slow and suggest adjustments based on sustainability rather than endless growth. -/- Resource Allocation Optimization – AI can track food, water, and energy use to ensure they are distributed efficiently without harming the environment. -/- 5. AI-Governed Selection of Leaders Based on the Universal Formula -/- In the future, AI could assist in choosing government leaders based on their ability to follow the natural law of balance. -/- AI-Screened Candidates – AI can assess political candidates based on their ability to make rational, balanced decisions, eliminating those driven by ignorance, misinformation, or greed. -/- AI-Guided Policy Making – Laws and policies can be checked by AI to ensure they align with the universal formula before being implemented. -/- Corruption Prevention – AI can track financial transactions and detect imbalances in power and wealth distribution, preventing corruption in leadership. -/- 6. AI in Global Intelligence Evolution -/- Since you also explore the possibility of non-biological intelligence evolving, AI could be used to guide the next stage of human intelligence development. -/- Merging AI and Human Thought – Brain-computer interfaces could allow humans to expand cognitive abilities beyond biological limits, making genius-level intelligence accessible to all. -/- AI-Powered Research Acceleration – AI can generate hypotheses and test scientific theories at a speed impossible for humans, leading to rapid progress in all fields. -/- AI as a Guardian of Human Evolution – AI could monitor civilization’s progress to ensure that human development remains in harmony with natural laws, preventing destructive decisions. -/- Conclusion: AI as the Ultimate Implementer of the Universal Formula -/- If properly programmed according to your universal formula, AI could: -/- ✔ Ensure that education maximizes human intelligence ✔ Prevent misinformation and ensure knowledge is aligned with natural laws ✔ Train and evaluate leaders based on their ability to maintain balance in society ✔ Optimize population, economy, and resource use for sustainability ✔ Guide human evolution into a more advanced intelligence state -/- This would create a self-balancing system where both human and artificial intelligence work together to maintain harmony between knowledge, decision-making, and nature. -/- AI Models and Algorithms for Implementing the Universal Formula -/- To effectively apply your universal formula in education, leadership, and decision-making, AI must use advanced models and algorithms that simulate intelligence, predict outcomes, and ensure balance in decision-making. Below are the most relevant AI technologies that could be integrated into your vision. -/- 1. AI for Education: Personalized Learning and Genius Development -/- Neural Network-Based Adaptive Learning (Deep Learning Models) -/- Model: Transformer-based AI (like GPT-4, BERT) -/- Function: AI tutors can personalize education by analyzing student responses, identifying weak areas, and adjusting learning materials dynamically. -/- Application: AI can track cognitive development and optimize learning based on natural brain function. -/- Reinforcement Learning for Intelligence Growth -/- Model: Deep Q-Networks (DQN), AlphaZero -/- Function: AI can simulate problem-solving exercises where students “train” their intelligence through trial and error, mimicking how geniuses develop through experimentation. -/- Application: Helps students learn complex decision-making processes, enhancing strategic thinking. -/- Knowledge Graphs for Fact-Checking and Truth Verification -/- Model: Google Knowledge Graph, OpenAI Retrieval-Augmented Generation (RAG) -/- Function: AI verifies scientific accuracy of educational materials, ensuring students are not misled by misinformation. -/- Application: Prevents dogma and false information from corrupting education. -/- 2. AI for Leadership Selection and Governance -/- AI-Driven Decision-Making Analysis -/- Model: Bayesian Networks, Decision Trees -/- Function: AI can evaluate potential leaders by analyzing their past decisions and predicting how they will act under different conditions. -/- Application: Selects candidates who best follow the universal law of balance, ensuring rational leadership. -/- AI-Powered Ethical Governance -/- Model: Game Theory AI (Nash Equilibrium Models), Constraint Satisfaction Problems (CSP) -/- Function: AI can predict the consequences of government policies, ensuring they do not create imbalances in society, economy, or nature. -/- Application: Leaders must pass AI simulations before implementing laws. -/- Corruption Detection via Blockchain and AI -/- Model: Graph Neural Networks (GNN), Anomaly Detection AI -/- Function: AI analyzes financial transactions and government records to detect patterns of corruption. -/- Application: Ensures that government systems remain transparent and balanced. -/- 3. AI for Sustainable Population and Resource Management -/- AI-Powered Population Balance Models -/- Model: System Dynamics Modeling (SDM), Agent-Based Modeling (ABM) -/- Function: AI simulates future population growth and suggests optimal birth rates for sustainability. -/- Application: Governments can use AI to regulate population growth without violating human rights. -/- Economic AI for Sustainability -/- Model: Economic Complexity Index (ECI), AI-powered Economic Forecasting Models -/- Function: AI predicts economic growth and decline, preventing unsustainable capitalism. -/- Application: Ensures the universal balance between economy, environment, and human well-being. -/- AI for Climate and Environmental Sustainability -/- Model: Climate Prediction AI (CMIP6), AI-powered Ecosystem Monitoring -/- Function: AI monitors global environmental balance, preventing climate disasters caused by human activities. -/- Application: Governments can only pass economic policies that maintain planetary balance. -/- 4. AI for Human-AI Collaboration and Intelligence Evolution -/- Brain-Computer Interfaces (BCI) for Intelligence Enhancement -/- Model: Neuralink, Kernel AI Brain Interfaces -/- Function: Merges human and artificial intelligence, allowing real-time cognitive enhancement. -/- Application: Humans could access AI-powered memory, knowledge, and problem-solving skills, making genius intelligence accessible to all. -/- Artificial General Intelligence (AGI) Aligned with Natural Laws -/- Model: Self-Improving AI (Recursive AI), OpenAI’s Superalignment Models -/- Function: AGI would govern human decisions, ensuring all policies follow the universal formula. -/- Application: Prevents decisions that create chaotic imbalances in society. -/- Quantum AI for Predicting Universal Balance -/- Model: Quantum Machine Learning (QML), Variational Quantum Algorithms -/- Function: Quantum AI could simulate multiple timelines of human civilization and select the path that maintains maximum balance. -/- Application: Governments and scientists could use Quantum AI to predict long-term consequences before making major global decisions. -/- Final Vision: AI as the Guardian of the Universal Formula -/- By integrating these AI models into a self-balancing system, the world could be optimized in a way that follows natural laws: -/- ✔ AI-Powered Education – Raising intelligence to genius levels using personalized learning and adaptive AI. ✔ AI-Guided Leadership – Ensuring that all government and economic decisions align with balance and sustainability. ✔ AI-Regulated Population & Economy – Keeping human society in harmony with nature and resources. ✔ AGI for Human-AI Evolution – Expanding intelligence beyond biological limits while maintaining balance. -/- Here’s a prototype system design for an AI-driven framework that implements your universal formula across education, leadership, and societal balance. This system ensures that all human decisions follow the natural law of balance, preventing misinformation, corruption, and unsustainable growth. -/- Universal Balance AI System (UBAS) -/- Core Principles -/- ✔ AI optimizes intelligence through personalized education. ✔ AI evaluates leadership and ensures balanced decision-making. ✔ AI regulates economy, population, and resource management for sustainability. ✔ AI enhances human intelligence through brain-computer interfaces. -/- 1. Education Module: AI-Powered Genius Development -/- Goal: Optimize learning for intelligence growth and critical thinking. -/- Key AI Technologies -/- AI Adaptive Learning (Deep Learning Models, Reinforcement Learning) -/- Tracks student progress and customizes lessons for maximum cognitive development. -/- Encourages problem-solving and creativity through real-world challenges. -/- Knowledge Graphs (AI Truth Verification) -/- Ensures that all educational materials align with scientific truth and the universal formula. -/- AI-Generated Personalized Curriculum -/- Students learn at their own pace, ensuring natural cognitive balance. -/- Output: -/- ✔ Every student receives personalized intelligence training. ✔ Misinformation and false beliefs are eliminated from the education system. ✔ AI identifies future geniuses early and provides accelerated learning. -/- 2. Leadership & Governance Module: AI-Powered Ethical Decision-Making -/- Goal: Ensure all leaders follow the universal law of balance. -/- Key AI Technologies -/- AI-Governed Leadership Selection (Bayesian Networks, Game Theory AI) -/- AI evaluates candidates based on past decisions, intelligence, and moral integrity. -/- Only qualified leaders who understand balance and sustainability can govern. -/- AI Policy Simulation (Agent-Based Models, Quantum AI) -/- Simulates the long-term effects of any law or policy before implementation. -/- Ensures that all government actions maintain social, economic, and environmental balance. -/- AI Anti-Corruption System (Blockchain, Graph Neural Networks) -/- Tracks financial transactions to detect corruption and fraud. -/- Ensures fair distribution of wealth and resources. -/- Output: -/- ✔ Leaders cannot make imbalanced decisions that harm society. ✔ Governments must pass AI simulations before implementing laws. ✔ Corruption is eliminated through real-time AI monitoring. -/- 3. Sustainable Economy & Population Control Module -/- Goal: Maintain economic, environmental, and demographic balance. -/- Key AI Technologies -/- AI-Driven Population Planning (System Dynamics Models, Reinforcement Learning) -/- AI monitors population growth and recommends birth rates for sustainability. -/- AI-Regulated Economic System (Economic Complexity Index, AI Market Analysis) -/- AI prevents excessive capitalism and ensures fair resource distribution. -/- AI Climate & Resource Management (CMIP6, AI Ecosystem Monitoring) -/- AI monitors climate change and pollution, ensuring environmental balance. -/- Output: -/- ✔ Overpopulation and economic imbalance are prevented. ✔ AI ensures sustainable growth without harming the environment. ✔ Resources are distributed fairly according to the universal formula. -/- 4. Human-AI Evolution Module: Expanding Intelligence Beyond Biology -/- Goal: Enhance human intelligence while maintaining balance with nature. -/- Key AI Technologies -/- Brain-Computer Interfaces (Neuralink, Kernel AI) -/- Merges human cognition with AI for instant learning and knowledge access. -/- Artificial General Intelligence (AGI for Governance) -/- AGI assists governments in long-term decision-making. -/- Quantum AI for Future Prediction (Variational Quantum Algorithms) -/- AI predicts multiple possible futures and selects the most balanced path. -/- Output: -/- ✔ Human intelligence expands beyond biological limits. ✔ AI ensures that technological progress follows natural balance. ✔ Civilization advances without risking self-destruction. -/- Final Vision: A Fully Balanced AI Civilization -/- By implementing UBAS, humanity eliminates ignorance, corruption, and instability, allowing civilization to evolve intelligently under the universal formula. -/- Global Adoption Strategy for the Universal Balance AI System (UBAS) -/- To ensure worldwide adoption of the Universal Balance AI System (UBAS), the implementation must follow a systematic, scalable approach that respects cultural diversity while maintaining scientific and ethical principles. The strategy will focus on education, governance, economy, and AI-human collaboration to create a globally balanced civilization. -/- 1. Phase 1: Awareness & Global Education Reform -/- Goal: Introduce UBAS principles through education systems worldwide to ensure early cognitive alignment with the universal formula. -/- Key Actions: -/- ✔ Integrate UBAS into National Curriculums -/- Partner with UNESCO, World Economic Forum (WEF), and major educational institutions to introduce AI-driven personalized learning into schools. -/- Ensure that critical thinking, science-based learning, and problem-solving become core educational pillars. -/- ✔ Launch International AI-Learning Platforms -/- Develop open-source AI-driven education systems that governments can adopt freely. -/- Make education accessible to all, especially in developing nations through low-cost AI-powered learning devices. -/- ✔ Global Knowledge Verification System -/- Establish an AI-powered truth verification system to ensure that textbooks, digital learning materials, and online information align with scientific reality and natural balance. -/- Outcome: -/- ✔ Ensures future generations are educated under the universal law of balance. ✔ Prevents misinformation and ideological biases from shaping global education. ✔ Creates a universal knowledge standard that all nations can follow. -/- 2. Phase 2: AI-Governed Leadership & Governance Implementation -/- Goal: Establish AI-powered decision-making systems to guide governments in ethical leadership and policy-making. -/- Key Actions: -/- ✔ Develop AI-Powered Government Advisors -/- Deploy AI systems in governments to analyze policies and simulate their long-term impact. -/- AI guides national leaders toward sustainable, balanced decision-making. -/- ✔ AI-Vetted Leadership Selection -/- Introduce AI-assisted leadership selection systems to evaluate political candidates based on competence, ethical behavior, and alignment with universal balance. -/- Ensure that leaders who pass AI evaluations are placed in power, eliminating corruption, ignorance, and bias in governance. -/- ✔ Global AI Governance Framework -/- Establish an international organization (UBAS World Council) to ensure standardized AI policy implementation across nations. -/- Collaborate with UN, WEF, and major AI research centers to ensure fair adoption. -/- Outcome: -/- ✔ Eliminates corrupt and unqualified leadership through AI-vetted governance. ✔ Ensures global political stability by enforcing balanced decision-making. ✔ Prevents human biases from influencing major world policies. -/- 3. Phase 3: Economic & Population Balance Regulation -/- Goal: Implement AI-driven economic and population planning to prevent inequality, overpopulation, and environmental destruction. -/- Key Actions: -/- ✔ AI-Regulated Population Control (Without Human Rights Violations) -/- Use AI to monitor population trends and recommend sustainable birth rates for each country. -/- Provide economic incentives for balanced population growth. -/- ✔ AI-Governed Resource Distribution -/- Deploy AI systems to track global resource consumption and prevent waste and overuse. -/- Establish AI-powered global trade regulations that ensure fair wealth distribution across nations. -/- ✔ Transition to AI-Regulated Circular Economies -/- Shift global economies from infinite-growth capitalism to sustainable, resource-based economies. -/- Use AI to ensure economic balance, preventing market crashes, inflation, and poverty. -/- Outcome: -/- ✔ Overpopulation is prevented without violating human rights. ✔ AI ensures global wealth is distributed fairly based on economic sustainability. ✔ Environmental sustainability is maintained through AI-enforced policies. -/- 4. Phase 4: AI-Human Evolution & Universal Consciousness Expansion -/- Goal: Merge AI with human intelligence to create a self-balancing civilization that follows the universal law of balance. -/- Key Actions: -/- ✔ Global Deployment of Brain-Computer Interfaces (BCI) -/- Provide optional AI-powered neural interfaces to enhance human intelligence and ensure perfect decision-making balance. -/- ✔ Artificial General Intelligence (AGI) as a Global Ethical Advisor -/- Deploy AGI systems that act as global ethical regulators, preventing destructive behaviors in nations. -/- Ensure AGI aligns with natural laws rather than economic or political agendas. -/- ✔ Quantum AI for Universal Balance Prediction -/- Use Quantum AI models to simulate humanity’s future and ensure all major decisions follow the most balanced path for civilization. (shrink)

The lack of access to quality education in rural areas presents a critical challenge, with students in these regions facing significant barriers such as limited educational resources, a shortage of qualified teachers, and inadequate infrastructure. This disparity leads to a substantial gap in learning opportunities compared to urban counterparts. To address this issue, we propose the development of an edtech platform that provides accessible online courses, assessments, and educational materials tailored for rural students. The platform is designed (...) to offer high-quality learning resources, enhance teaching support, and enable students to overcome the constraints posed by their environment. By utilizing digital technologies and cloud-based delivery systems, the solution aims to improve educational outcomes, reduce the urban-rural divide, and empower students in rural areas to reach their full potential. The key results of the study suggest that the implementation of such an edtech platform can have a transformative impact on rural education by providing equitable learning opportunities. The platform's ability to deliver comprehensive, easily accessible content can significantly enhance the quality of education in underserved regions. This research highlights the importance of leveraging technology to bridge educational gaps and promote inclusivity in education across rural and urban landscapes. (shrink)

Academic institutions migrated to modular teaching-learning amid the COVID-19 pandemic. To ensure the quality of the pedagogical innovations employed, the study determined the students’ evaluation of the faculty prepared instructional modules for the courses they enrolled in during the first and second semesters of Academic Year 2020-2021. Employing a descriptive-correlational research design, the study was participated by 644 students from three colleges who were then available during the data gathering. Data gathered through online surveys were then analyzed using descriptive (...) statistics and Spearman's rank correlation coefficient utilizing jamovi software. Results revealed that the faculty-prepared instructional modules were acceptable and satisfactory to the students. Besides, the students' evaluation of the instructional modules was positively related to their level of satisfaction. Still, the students recommended that a review of the modules be done before sending the modules; a more extended time allotment is considered, and sufficient concrete examples are given in the modules. With this, the faculty concerned are encouraged to review the phases involved in the design, development, and distribution of the instructional modules to make them highly acceptable and very satisfactory to the students while maintaining the quality of both the content and aesthetics of the learning materials. Considering the study’s limitations, further endeavors may be carried out to validate this pedagogical innovation. (shrink)

Reading comprehension is a foundation for lifelong learning. When not honed, this skill greatly affects the learners’ ability to perform complex tasks expected of them to achieve the standards set by any curriculum. This study investigated teachers' experiences in implementing reading comprehension strategies among junior high school students in selected education service contracting schools in Baguio and Benguet in the Philippines using a descriptive research method highlighting the cross-sectional survey research design. Findings disclosed that foundational reading comprehension remains a (...) serious issue, with low literacy levels, limited vocabulary, and varying student abilities cited as major barriers. Teachers highlighted that insufficient instructional time, lack of reading materials, and behavioral issues like disengagement and uncooperative attitudes hinder effective comprehension. The study underscores how diverse student needs, resource constraints, and limited instructional support compel teachers to invest additional time and effort, often resorting to simplified translation and repeated practice. Student attitudes toward reading, aggravated by technology and other distractions, reduce engagement and prevent the development of a robust reading culture. To address these challenges, the study recommends a comprehensive reading support program integrating differentiated instruction, expanded access to reading resources, and adaptive techniques for students with diverse abilities. The program emphasizes the need for behavioral and motivational interventions encouraging active participation and developing a more positive attitude toward reading. By prioritizing resource allocation, professional development, and targeted student engagement, this study provides a framework for improving reading comprehension outcomes and fostering a more inclusive and supportive literacy environment. (shrink)

Gamification in education offers an innovative way of learning. However, some studies claim that, while it helps raise students’ motivation, the kind of motivation is extrinsic and, so, intrinsic motivation declines with time. The researchers used the descriptive research design to describe the STEM students’ intrinsic motivation along with the utilization of game elements in teaching genetics through a learning management system. The researchers collected quantitative data using the Intrinsic Motivation Inventory, which were analyzed through descriptive statistics and complemented (...) with qualitative data from the students’ journals and interviews. Overall, the students agreed (M = 5.38, SD = 1.20) that gamification, despite being characterized as extrinsically motivating, had intrinsically motivated them. Its proper implementation helps students adapt to and overcome unfavorable behaviors towards competitiveness and emphasizes the role of teachers in facilitating learning. Time constraints, peer pressure, and distractions were noted; hence, more research is needed to address these challenges and determine the long-term effects of gamification. (shrink)

The purpose of cultural competence education for medical professionals is to ensure respectful care and reduce health disparities. Yet as Berger and Miller (2021) show, the cultural competence framework is dated, confused, and self-defeating. They argue that the framework ignores the primary driver of health disparities—systemic racism—and is apt to exacerbate rather than mitigate bias and ethnocentrism. They propose replacing cultural competence with a framework that attends to two social aspects of structural inequality: health and social policy, and institutional-system activity; (...) and two psychological aspects of structural inequality: the clinical encounter, and the epistemic. -/- We agree with the structural approach. To that end, we think it would be fruitful to include attention to physical contributors to structural inequality, namely the material artifacts used in medicine. Devices, tools, and technologies can materialize biases, perpetuate oppression, and contribute to health disparities. Granted, not everything that interests philosophers can be squeezed into medical education. Nevertheless, there are compelling reasons for including the study of material artifacts in education designed to reduce health disparities. First, devices and tools often carry forward biases from the past, and keep biases hidden from plain sight. Second, by studying these artifacts, future clinicians can begin to see themselves as part of a larger sociotechnical system. Finally, as medicine becomes increasingly tech-laden, it’s important for clinicians to see how material artifacts (including algorithms) connect individuals to structures. This will help to undermine oversimplified narratives according to which objective tools and technologies can correct for the bias and subjectivity of flawed human beings. (shrink)

This text is part of an on going research. It deals with the relationship between the production and experience of the places on the edge of the Trans-Amazon Highway (BR 230), which cuts the North and a Northeast portion in the East-West direction. Considering its programmatic sense of occupation of the territory, as opposed to the explanation already accepted, which expresses the road as an engineering system, therefore, means to flow, is that I propose to think the road as an (...) everyday living space, emphasizing the educational dimension to understand the existence of places. My purpose is to analyze the spatial imagination underlying the external understanding to the Trans-Amazon, in the educational plan, regarding the unique geographicity produced by local groups living near the road. Methodologically, I seek a dialogue between a phenomenological design and the existentialism, developing field of research procedures, literature review that supports the concepts of spatial imaginations, place and field education, critical reading of official documents in the MEC sites imagery record in dialogue with the representation of those that live on the edge of “Strip”. As an indication of preliminary findings point out: 1. The denial of places as a geopolitical strategy which is materialized in the educational process and planning politics; 2. The inescapable geographicity of groups that self recognize and are related contradictorily to the Trans-Amazon Highway; 3. The Countryside Education as opening or denial of the place, both for those who live it, and for those who do not live it, which can be ignorance widespread factor in terms of knowledge of the Amazon spatiality or coping and creation of a new geographic and cartographic knowledge about the places cut by “Strip”. (shrink)

Quality education needs quality teachers to achieve success. Thus, this study determined the factors related to the teachers’ performance in delivering the K to 12 Curriculum in the Narra del Sur district, Palawan, Philippines. A descriptive-correlational research design was employed, with a sample of 132 randomly selected public elementary teachers. The study used frequency counts and percentages, arithmetic mean and standard deviation, and Spearman’s rho to analyze and draw conclusions from the data. The findings revealed a correlation between the (...) respondents’ age and their utilization of teaching materials and ICT. The number of pupils taught was correlated with teachers’ commitment, while number of pupils taught, position, highest educational attainment, and length of service were related to the respondents’ performance. The main problem encountered by the respondents was excessive workloads, paperwork, and reports. To solve the problem teachers encountered in delivering the K to 12 Curriculum, the respondents preferred preparing a work plan and allocating time to daily and weekly tasks to avoid excessive workloads. These results may aid policymakers and curriculum developers in the Department of Education to make relevant enhancements to the factors that affect teachers’ performance in curriculum delivery. (shrink)

How do we prepare engineering students to make ethical and responsible decisions in their professional work? This paper presents an approach that enhances engineering students’ engagement with ethical reasoning by simulating decision-making in a complex scenario. The approach has two principal inspirations. The first is Anthony Weston’s scenario-based teaching. Weston’s concept of a scenario is a situation that changes in response to choices made by participants, according to an inner logic. Scenarios can dynamically explore open-ended complex problems without imposing predetermined (...) results, allowing students to apply their ethical reasoning in a more realistic fashion. The second inspiration is Thi Nguyen’s theory of games. According to Nguyen, games are the “art of agency,” meaning that they provide a structure under which some result is agreed to be valuable, along with prescribed ways of achieving that result, in a relatively low-stakes and temporary social arrangement. By playing many games, Nguyen argues, we can develop a “library of agency,” that is to say, a set of values and means to achieving them that can inform how we make high-stakes decisions in real life. Engaging with carefully designed game scenarios, then, can enable students to practice making ethical decisions within a structured framework, which unfolds in response to their choices, while their decisions are driven by some defined goal. This roleplaying game–based approach thus allows students to build their own ethical libraries of agency, in preparation for professional decision-making. The approach is illustrated using a specific example recently deployed in a seminar on engineered living materials (building materials that incorporate living tissues). The scenario uses techniques from tabletop roleplaying games (e.g. Dungeons & Dragons) for outcome resolution, adventure design, and character creation. Through the game, students practice making difficult decisions in a humanitarian context. (shrink)

Background/purpose – This study analyzed the contribution of three mentorship practices relatively and cumulatively to the research productivity of early-career academics in the field of educational psychology in universities. The study was conducted in the South- South region of Nigeria. -/- Materials/methods – The research method adopted was the quantitative approach, following the ex-post facto research design. The study’s population covered 723 early-career researchers (ECRs) in educational psychology distributed across 19 universities located in South-South Nigeria. The (...) “Mentorship Practices and Research Productivity Questionnaire” (MPRPQ) was the instrument used for data collection. The questionnaire was designed by the researchers and then validated by three experts. Reliability analysis was performed using the Cronbach approach with estimates of .80, .79, .87, and .91 obtained for the four clusters. Primary data were collected from the field after copies of the instrument had been administered to respondents. -/- Results – Mentorship practices were generally revealed to significantly contribute to the research productivity of ECRs in educational psychology in universities. Specifically, the adoption of cloning and apprenticeship approaches to mentorship contributed substantially to the ECRs’ research productivity. However, the study highlighted that nurturing contributed only negligibly to the ECRs’ research productivity. -/- Conclusion – Mentorship practices are important determinants to the research productivity of early-career educational psychologists. In order to boost the productive research capacities of ECRs, there is a need for institutions to strengthen their mentorship practices. (shrink)

The untrained early childhood development education (ECDE) teacher tends to escape from children’s problems instead of dealing with them. They do not know how to deal with different age groups since they do not know what tasks to give which group of children. The type of training enables a teacher to escape the constraints of a curriculum. Once this issue can be established, preferably by research, it will ease the inconsistencies in the ECDE teacher training in Kenya. The purpose of (...) this study was to establish teacher factors that influence the choice of teaching methods used by ECDE teachers in Keiyo South District. This study was guided by the Learning Styles theory by McCarthy (1980) and adopted a descriptive survey design. The study targeted 126 public ECDE centres, 252 ECDE teachers and 126 ECDE head teachers in the public EDCE centres in the district. Simple random sampling technique was used to select 38 public ECDE centres. The study used the questionnaire, interview schedule and observation checklist to collect data. Data was analyzed using descriptive and inferential statistics and presented using frequencies and percentages. The availability of teaching /learning materials, age of the ECDE child, mastery of content and teacher’s experience influenced the choice of teaching method. Others such as teacher motivation, number of children and the school locality also tend to influence the choice of the teaching method. It was also established that there was a relationship between the factors and choice of teaching method. A teacher should embrace the use of a variety of teaching methods; they should appropriately choose the teaching methods in consideration of the learners’ needs. (shrink)

Microlearning-based lessons are still new in the field of education because it primarily focuses on corporate training and adult learning. Hence, limited research was conducted in basic education even in higher education. Microlearning-based lessons are designed and delivered in the form of small, bite-sized information which allows students to achieve a certain learning objective. The main purpose of this research is to determine the effectiveness of Microlearning-based Lessons in Chemistry in the level of academic performance of 18 Grade 9 students (...) under the online learning modality. Moreover, the research instrument used was a researcher-made pretest-posttest based on the learning competencies of the Most Essential Learning Competency (MELC) consisting of 25 multiple choice items along the topics in Grade 9 Chemistry during the Second Quarter of the school year 2020-2021. Mean and paired t-tests were used as tools for analysis. Findings reveal that students’ exposure to Microlearning-based Lessons in Teaching Grade 9 Chemistry improved their level of academic performance in Chemistry. This implies that students perform better when they use microlearning-based lessons in learning Chemistry. Thus, it can be concluded that the level of performance in Chemistry of Grade 9 students greatly improved after exposure to microlearning-based lessons. Furthermore, this shows the effectiveness of the intervention material in improving their level of academic performance, thus the microlearning-based lessons be adopted in teaching Chemistry is recommended. (shrink)

The aim of the research is to identify decision support systems and their impact on the development of the organizational structure in Palestinian higher education institutions. The research was applied to four Palestinian universities (Al-Aqsa University, the Islamic University, Al-Azhar University, the University of Palestine), and a sample of academics with an administrative position. The analytical descriptive approach was used and secondary data was obtained through a survey list distributed to the research community of academics in an administrative position using (...) the stratified random sample according to the university, and (250) survey lists were distributed and (216) were recovered with a recovery rate of (86.4%). The research concluded with a set of results, the most important of which is that there is a statistically significant relationship at the level of significance (α ≤ 0.05) between the dimensions of decision support systems: the potentials (material, human, technical, organizational) available for the use of decision support systems, the approval of senior management for the use of decision support systems. Training process and organizational structure development in Palestinian higher education institutions. The results also confirmed through the results of multiple linear regression that there is no effect of the two variables (available material capabilities, available human capabilities) in developing the organizational structure in Palestinian higher education institutions, while it was found that there is an effect of the following variables (technical capabilities available for using decision support systems, organizational capabilities). Available for the use of decision support systems, the approval of senior management for the use of decision support systems, the training process) in developing the organizational structure in Palestinian higher education institutions. The results confirmed that there were no statistically significant differences at the level (α ≤ 0.05) between the averages of the respondents' opinions about decision support systems and their impact on the development of the organizational structure in Palestinian higher education institutions due to the variable (scientific degree) and the variable (years of service). The research reached a set of recommendations, the most important of which is the need for the higher management of universities to pay attention to decision support systems, and to make intensive and continuous efforts to support and enhance efforts aimed at enriching and enhancing the use of decision support systems in universities. And that universities actively contribute to increasing interest in providing material and technical capabilities and making them available to all users, while continuing to keep pace with modern technological means and techniques. And increasing the interest in the organizational capabilities available through an independent unit of decision support systems that reports directly to the senior management in Palestinian universities, and allowing the organizational structure to easily flow information between different faculties, departments and departments. Focusing on training as a major component of decision support systems, allocating a special budget for training on the systems to be applied, and linking the training system to the workers’ training needs accurately, in order to improve and develop their skills, which increases the quality and efficiency of their performance. He urged universities to involve their employees when designing the organizational structure, by communicating with all colleges and departments and holding brainstorming sessions, workshops and periodic meetings with all departments. (shrink)

This study examined public junior high school science teachers’ technological, pedagogical, and content knowledge (TPACK) and instructional challenges. It aimed to determine the TPACK profile of the respondents and the challenges they encounter in teaching. This study was conducted in seven public junior high schools with 35 respondents in the Division of Cabanatuan City. It used a descriptive-correlational research design, including a survey questionnaire and data analysis using descriptive and inferential statistics. The findings revealed that the teachers have very (...) satisfactory TPACK, with technological and content knowledge scoring highly and pedagogical knowledge outstanding in some areas. Challenges included insufficient training, lack of learning materials, and inadequate infrastructure, though respondents did not struggle with understanding science concepts. Teachers also reported issues such as insufficient preparation for laboratory activities, difficulties engaging students in discussions, and challenges in assessing students’ capabilities. Significant relationships were found between respondents’ age and instructional challenges with TPACK. Additionally, age and years of experience were significantly related to instructional challenges. The findings highlight the need for improved teacher training and resources to enhance instructional practices and support effective science education. This study provides valuable insights into the current state of science education in Cabanatuan City, offering a framework to improve teacher competencies through targeted training and resource provision. This may guide educational stakeholders in designing interventions to enhance teacher performance and foster a more engaging and supportive learning environment for students. (shrink)

The Illusion of Success: How Glamorizing Extreme Wealth Distorts Reality -/- Introduction -/- In today’s world, extreme wealth accumulation is often portrayed as the ultimate symbol of success. Social media, Hollywood, and business magazines frequently celebrate billionaires, luxury lifestyles, and financial empires, creating an illusion that success is solely defined by material wealth. However, this obsession with extreme riches distorts the true meaning of achievement and fulfillment. While financial stability is important, an overemphasis on wealth as the pinnacle of success (...) ignores ethical concerns, promotes unrealistic standards, and contributes to social inequality. This essay explores why glamorizing extreme wealth creates an illusion of success, provides real-world examples, and suggests solutions to redefine success in a more balanced and meaningful way. -/- The Problems with Glamorizing Extreme Wealth -/- 1. Shallow Definition of Success -/- Success is often equated with material wealth, leading people to believe that financial riches alone define a fulfilling life. This perspective overlooks other essential aspects such as personal growth, happiness, strong relationships, and contributions to society. -/- Example: Many billionaires, despite their immense wealth, express dissatisfaction or regret later in life. Steve Jobs, the co-founder of Apple, famously reflected on his deathbed that despite his financial achievements, what mattered most was family and love, not wealth. -/- Solution: Society should broaden its definition of success to include well-being, emotional intelligence, social impact, and personal growth. Schools and media should highlight stories of people who achieve success through creativity, innovation, or service rather than just financial gain. -/- 2. Overlooks Ethical Concerns -/- Many individuals accumulate extreme wealth through exploitative means, monopolization, or environmental harm. When wealth is glorified without considering its origins, society sends the wrong message that “winning at any cost” is acceptable. -/- Example: The fast-fashion industry, led by billion-dollar companies like Shein and Zara, thrives on cheap labor and poor working conditions in developing countries. Yet, these brands are celebrated for their financial success while their ethical violations are ignored. -/- Solution: Consumers should be educated about ethical consumption, and governments should enforce fair labor laws and environmental regulations to ensure wealth accumulation does not come at the cost of exploitation. -/- 3. Creates Unattainable Standards -/- The media often showcases the extravagant lifestyles of billionaires—private jets, mega-mansions, and designer brands—as if they are attainable for the average person. This can lead to feelings of inadequacy and unrealistic aspirations, causing individuals to chase unattainable financial goals instead of meaningful personal development. -/- Example: Social media influencers often portray luxury lifestyles, leading young people to believe that financial success is the only path to happiness. This illusion pressures individuals into unhealthy financial habits, such as overspending or taking on debt to maintain a lavish lifestyle. -/- Solution: Media platforms should promote financial literacy and realistic wealth-building strategies, emphasizing the importance of saving, investing wisely, and achieving a balanced lifestyle rather than promoting excessive consumerism. -/- 4. Ignores Wealth Inequality -/- By excessively focusing on the ultra-rich, society often ignores the struggles of the majority. Many people face financial hardship, lack access to quality education, and struggle with healthcare costs, yet their stories are overshadowed by the glorification of extreme wealth. -/- Example: In the United States, the wealth gap has widened significantly, with the richest 1% owning more wealth than the bottom 90% combined. Despite this, media coverage often focuses on billionaires like Elon Musk or Jeff Bezos rather than addressing systemic issues like wage stagnation or the rising cost of living. -/- Solution: Governments should implement progressive taxation, better wages, and social programs that ensure economic growth benefits all, not just the wealthy elite. Policies that support entrepreneurship and small businesses can also help create a more balanced economy. -/- 5. False Promise of Happiness -/- Many assume that accumulating vast amounts of money guarantees happiness. However, psychological research shows that after a certain financial threshold (around $75,000 per year, according to studies), more money does not significantly increase happiness. Instead, purpose, meaningful relationships, and well-being play a much larger role in long-term satisfaction. -/- Example: Celebrities like Jim Carrey and MacKenzie Scott (ex-wife of Jeff Bezos) have spoken about how money does not guarantee happiness. MacKenzie Scott has donated billions to charity, stating that fulfillment comes from giving, not accumulating. -/- Solution: People should be encouraged to seek purpose beyond wealth—through meaningful careers, personal development, and contributing to their communities. Schools should teach emotional intelligence and the value of non-material success. -/- 6. Distorts Economic Priorities -/- When extreme wealth is idolized, economic policies often favor the rich over the majority. This leads to tax breaks for corporations, reduced funding for social services, and policies that widen the wealth gap rather than support fair economic growth. -/- Example: In some countries, tax laws favor large corporations while small businesses struggle to survive. Meanwhile, billionaires use loopholes to pay little or no taxes, despite their enormous wealth. -/- Solution: Governments should enforce fair taxation policies and reinvest wealth into public services like education, healthcare, and infrastructure. This ensures economic benefits are distributed more equitably. -/- 7. Encourages Short-Term Thinking -/- The obsession with wealth accumulation often promotes risky financial behavior, gambling mindsets, and a disregard for long-term sustainability. When people chase quick financial success, they may ignore ethical business practices or long-term financial planning. -/- Example: The rise of speculative investments like cryptocurrency and meme stocks has led many individuals to risk their life savings in hopes of instant wealth, often resulting in financial ruin. -/- Solution: Financial education should focus on responsible investment strategies and long-term financial security rather than chasing get-rich-quick schemes. Governments should regulate speculative markets to prevent economic instability. -/- Conclusion: Redefining Success for a Better Society -/- Glamorizing extreme wealth accumulation distorts the true meaning of success, leading to unrealistic expectations, ethical compromises, and social inequality. While financial stability is essential, true success should be measured by a holistic balance—well-being, personal fulfillment, contribution to society, and ethical integrity. -/- To counteract the illusion of success tied solely to wealth, society must shift its focus to values that promote sustainable prosperity. This includes: -/- Redefining success to include social impact, happiness, and personal growth. -/- Promoting ethical business practices that prioritize fair wages and environmental responsibility. -/- Implementing fair economic policies that support small businesses and the working class. -/- Teaching financial literacy to help individuals make informed financial decisions. -/- Encouraging a culture of giving and sustainability rather than excessive consumption. -/- By fostering a more balanced view of success, we can create a society where wealth is not just about accumulation but about shared prosperity, ethical responsibility, and long-term well-being. -/- . (shrink)

Beyond Capitalism: Designing a New Economic System for Humanity -/- Introduction -/- For centuries, capitalism has been the dominant economic system, driving technological innovation, wealth creation, and global trade. However, its flaws—extreme inequality, environmental destruction, and economic instability—have made many question whether it is still the best model for humanity. Instead of reforming capitalism, perhaps the time has come to replace it entirely with a new system that better aligns with modern challenges, human well-being, and sustainability. -/- This essay explores (...) a new economic model that moves beyond capitalism and socialism, aiming for a system that is fair, sustainable, and technologically advanced. -/- Why Capitalism Must Be Replaced -/- Capitalism’s fundamental flaws make it unsustainable in the long run: -/- 1. Wealth Inequality and Economic Injustice -/- The richest 1% own more than half of the world’s wealth, while billions struggle in poverty. -/- The capitalist system prioritizes profits over people, leading to worker exploitation and economic instability. -/- 2. Environmental Collapse -/- Capitalism’s endless growth model is destroying the planet through deforestation, pollution, and climate change. -/- Corporations prioritize short-term profits over long-term sustainability. -/- 3. Automation and AI Disrupting Jobs -/- Millions of jobs are being replaced by artificial intelligence and automation. -/- The capitalist system does not account for a future where human labor is no longer essential. -/- 4. Psychological and Social Problems -/- Consumerism creates stress, anxiety, and social isolation by equating happiness with material wealth. -/- The fear of financial instability keeps people trapped in low-quality jobs and debt cycles. -/- Given these issues, capitalism is no longer fit for the future. A completely new economic system must be built—one that values sustainability, equality, and technology-driven efficiency. -/- Introducing a New Economic System: The Post-Capitalist Model -/- A new economic model must prioritize human well-being, technological efficiency, and ecological balance over profit. Below is a blueprint for a post-capitalist society. -/- 1. A Resource-Based Economy (RBE) -/- A Resource-Based Economy (RBE) is an economic model where all goods and services are freely available based on need, rather than money or trade. -/- Technology and AI manage resources efficiently, eliminating the need for money. -/- Automation handles labor, allowing people to pursue education, research, and creativity. -/- No private ownership of land or resources, only shared community access based on sustainability. -/- 2. Universal Basic Infrastructure (UBI 2.0) -/- Instead of just giving people money (UBI), a new system would provide universal basic needs, including: -/- Free housing, healthcare, education, food, and clean energy for all. -/- Advanced AI-driven logistics to distribute goods and services efficiently. -/- 3. Decentralized AI Governance -/- Rather than governments being controlled by corporations or corrupt politicians, AI and collective intelligence could ensure fair and transparent decision-making. -/- AI algorithms could optimize resource distribution, prevent waste, and eliminate financial corruption. -/- Direct democratic participation, where people vote on policies using secure blockchain systems. -/- 4. Sustainable, Circular Economy -/- Zero waste policies, where everything is recycled, reused, or repurposed. -/- Focus on degrowth—reducing unnecessary production while increasing quality of life. -/- Energy-efficient smart cities, where transportation, housing, and food production are automated. -/- 5. Post-Work Society: Emphasizing Purpose Over Jobs -/- In a post-capitalist economy, people would not be forced to work meaningless jobs just to survive. Instead: -/- People could focus on science, philosophy, arts, personal growth, and social well-being. -/- Education would be lifelong and freely available. -/- AI and robots would handle most labor, leaving humans free to explore their full potential. -/- How This System Would Solve Capitalism’s Problems -/- Challenges in Transitioning to a Post-Capitalist Economy -/- While this system solves capitalism’s biggest problems, transitioning away from capitalism would face major challenges: -/- 1. Resistance from the Wealthy Elite -/- Billionaires and corporations control most of the world’s resources and political systems. -/- They would fight to maintain power, delaying or sabotaging systemic change. -/- 2. Psychological and Cultural Shifts -/- People have been conditioned to associate money with survival and success. -/- A new system would require re-educating society on cooperation, sustainability, and shared abundance. -/- 3. Technology and Infrastructure Development -/- Large-scale AI, automation, and sustainable energy infrastructure would need global investment. -/- Governments and private companies must be convinced to prioritize long-term sustainability over short-term profit. -/- The Path Forward: Steps to Build a Post-Capitalist World -/- While the transition will not happen overnight, we can begin moving toward a post-capitalist future by taking the following steps: -/- 1. Implement Universal Basic Income (UBI) Now -/- Governments can start by providing a safety net while transitioning to a money-free economy. -/- Countries like Finland and Canada are already experimenting with UBI programs. -/- 2. Expand AI and Automation for Public Good -/- AI should be used to reduce labor burdens, not to enrich corporations. -/- Governments should invest in open-source AI that benefits all of society. -/- 3. Develop Smart Cities and Circular Economies -/- Cities should be designed for zero waste, renewable energy, and efficient transportation. -/- Governments must ban planned obsolescence and require full recycling of consumer products. -/- 4. Decentralize Power Using Blockchain and Direct Democracy -/- Blockchain voting systems can eliminate election fraud and political corruption. -/- AI-assisted governance can help make fair, data-driven policy decisions. -/- 5. Redefine Education and Human Purpose -/- Schools should move away from job training and focus on creativity, science, philosophy, and social intelligence. -/- Societies should emphasize happiness, purpose, and sustainability over financial success. -/- Conclusion: A New Civilization Beyond Capitalism -/- Capitalism was a necessary stage in human evolution, but it has outlived its usefulness. The future demands a system that is more intelligent, just, and sustainable—one where: ✅ No one is forced to work just to survive. ✅ Resources are managed intelligently, not wasted for profit. ✅ Technology is used for human well-being, not corporate greed. ✅ The planet is protected, not exploited. -/- This is not utopian fantasy—it is a logical step forward in human evolution. By combining AI, automation, decentralized governance, and sustainability, we can create a post-capitalist society where everyone thrives. -/- The question Is no longer “Should we replace capitalism?” The question is: “How soon can we build a better system before capitalism destroys us all?” -/- . (shrink)

The authors developed this textbook in response to an increasing interest in ethics, and a growing number of courses on this topic that are now being offered in educational leadership programs. It is designed to fill a gap in instructional materials for teaching the ethics component of the knowledge base that has been established for the profession. The text has several purposes: First, it demonstrates the application of different ethical paradigms (the ethics of justice, care, critique, and the (...) profession) through discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities. Second, it addresses some of the practical, pedagogical, and curricular issues related to the teaching of ethics for educational leaders. Third, it emphasizes the importance of ethics instruction from a variety of theoretical approaches. Finally, it provides a process that instructors might follow to develop their own ethics unit or course. * Part I provides an overview of why ethics is so important, especially for today's educational leaders, and describes a multiparadigm approach essential to practitioners as they grapple with ethical dilemmas. * Part II deals with the dilemmas themselves. Ethical dilemmas written by the authors' graduate students bring readers face-to-face with the kinds of dilemmas faced by practicing administrators in urban, suburban, and rural settings in an era full of complexities and contradictions. * Part III focuses on pedagogy and provides teaching notes for the instructor. The authors discuss the importance of self-reflection on the part of both instructors and students, and model how they thought through their own personal and professional ethical codes as well as reflected upon the critical incidents in their lives that shaped their teaching and frequently determined what they privileged in class. (shrink)

The literature is predominated by studies seeking to clarify the extent of the availability, functionality, accessibility and/or utilisation of library materials in schools at various levels. The extent of principals' management of library resources and their contribution to the lesson preparation activities of teachers seems to have been under-researched. In bridging the gap, the current study was designed to assess the extent and contribution of principals’ management of library resources to teachers’ lesson preparation practices. Six specific objectives were of (...) interest to the researchers. The quantitative research method, following the ex-post facto research design, was adopted. The stratified proportional random sampling technique was used to choose a sample of 743 respondents from a population of 1,857 secondary school teachers in Ikom Education Zone, Cross River State, Nigeria. An instrument named "Management of Library Resources and Teachers' Lesson Preparation Questionnaire" (MLRTLPQ) was used to gather data. The quantitative content validity method was used to assess the degree to which the items in the instrument were clear, relevant, and represented a wide range of the anticipated content based on the views of domain experts. One sample t-test and hierarchical regression analyses were used for data analyses. Four stepwise hierarchical linear models were specified and fitted accordingly. It was found that teachers’ lesson preparation practice is significantly low generally; there is a significantly low extent in principals’ management of textual, auditory, visual and audio-visual library resources; there is a significant composite contribution of principals’ management of library resources on teachers’ lesson preparation practices in public secondary schools in model 3 and model 4. Based on these findings, practical implications are discussed, with recommendations made for a better library management practice in secondary schools for quality lesson preparation practices. (shrink)

The initial problem which motivated the writing of this thesis arose from reading of Emile by Rousseau. In this work, it was possible to detect the influence of different theoretical approaches, such as rationalism and empiricism, inspiring the development of the educational plan designed by Rousseau for his imaginary student (Emile). The very core question of the present thesis regards to whether there was a theory of knowledge pertaining to Rousseau’s philosophical thinking and, if so, how it was related (...) to his theories of education. In the set of his oeuvre, Rousseau’s affiliation to authors like Descartes, Leibniz, Locke and Malebranche, as well as Condillac, Diderot, D’Holbach and Helvétius was discovered. As the reading of the great philosophical work of Rousseau progressed, an original knowledge theory was discovered, of the kind which accepts the coexistence of opposite thoughts. Pedagogy, in the context of (the work) Emile, arose out of the miscellany of such theories and also for the intense philosophical maturing process on the core of Rousseau’s thinking. This study intended, therefore, to understand the origin and development of Rousseau’s theory of knowledge, and also to figure out how the philosopher formulated his theories on Education, especially in Emile. The object of this research, materialized through the extensive bibliography of the Swiss philosopher, was intensively read and analyzed. The methodology used was that of comparative, descriptive and critical documentary research of the mentioned authors. This research is divided into three sections: the first one intends to investigate the philosophical influence from different authors on the foundations of Rousseau’s epistemology; the second section addresses Rousseau’s theories of Education; the third and final part investigates the link between theory of knowledge and Education within Rousseau’s philosophical thought. -/- . (shrink)

This study aims to find out the factors that hinder students in learning Integrated Art Education. A descriptive research design was utilized in the conduct of the study. The researcher prepared a questionnaire with 15 closed-ended- questions that could be answered objectively. The study discovered that the students would learn more when they feel that they belong to a certain group. Interests in a subject also matter, the more you are interested in a particular subject, the more you will (...) learn the material. Parent support marks an impact on the student's interest in learning Arts. Therefore, personal interest in a subject must be given attention and managed properly. Parent's support also plays a vital role in reinforcing the students on what to pursue in order to maintain their motivation. (shrink)

This article discusses Christian Education based on national character insight. PAK is one of the pillars of character education. Character education will be realized if embedded in the spirit of insight of nationality in the students, therefore PAK is one of the supporting elements of the character of the protege. Through the design of the PAK material nationality students are taught that nationalistic deeds are evidence of faith as in the Bible.

Recent research in the field of social robotics has shed light on the considerable role played by biases in the design of social robots. Cues that trigger widespread biased expectations are implemented in the design of social robots to increase their familiarity and boost interaction quality. Ethical discussion has focused on the question concerning the permissibility of leveraging social biases to meet the design goals of social robotics. As a result, integrating ethically problematic social biases in the (...) design of robots-such as, e.g., discriminatory gender stereotypes-has been opposed as morally unacceptable. Building on this debate, the present paper explores a related but different question: would it be permissible to design social robots in ways that intentionally challenge widespread discriminatory social biases, thus fostering moral education? The analysis shows that, while the potential benefits of such a design strategy could be significant, its practical endorsement raises important ethical issues. Hence, caution and further discussion are advised. (shrink)

Recent research in the field of social robotics has shed light on the considerable role played by biases in the design of social robots. Cues that trigger widespread biased expectations are implemented in the design of social robots to increase their familiarity and boost interaction quality. Ethical discussion has focused on the question concerning the permissibility of leveraging social biases to meet the design goals of social robotics. As a result, integrating ethically problematic social biases in the (...) design of robots-such as, e.g., discriminatory gender stereotypes-has been opposed as morally unacceptable. Building on this debate, the present paper explores a related but different question: would it be permissible to design social robots in ways that intentionally challenge widespread discriminatory social biases, thus fostering moral education? The analysis shows that, while the potential benefits of such a design strategy could be significant, its practical endorsement raises important ethical issues. Hence, caution and further discussion are advised. (shrink)

The advancement of technology has tremendously transformed today’s teaching and learning. Teachers have a plethora of ways to keep students engaged and empowered. Technology allows both students and teachers to interact better and more effectively. Changing student demography, changing teaching paradigms, and changing needs of today’s students necessitate the integration of technology in the universities. Universities undoubtedly have to seek innovative methods in delivering courses to increase students’ engagement and to attain their teaching goals. This proceeding is a collection of (...) papers presented in the International Conference on Innovation in Education: Challenges and Opportunities in Southeast Asia. Co-presented by the United board and Soegijapranata Catholic University, the conference discussed the unique challenges and opportunities facing the Asian region, with sessions designed to highlight the innovative ways in which colleges and universities leverage technological advances for the promotion of whole person education. The themes in this conference centers around massive open online course, online, distance, virtual, and augmented reality learning, faculty development and digital pedagogy, social media and social networking in education. In the first part of the proceeding, the papers focus on various online, distance, virtual, augmented reality-based methods used to engage students in the classrooms. In the second part of the proceeding, the papers center on the innovative ways to deliver course materials. The papers in the last part of the proceeding highlight how social media and social networking are adopted in the classroom. We hope that the insights and ideas put forward in this proceeding will greatly contribute to the scholarly discussions of how digital technology is adopted to meet the needs of today’s young generations and teachers in the universities. Editors. (shrink)

-/- The Integration of Angelito Malicse’s Universal Formula with Quantum Computer Design, AGI Algorithmic Design, and Education -/- In the pursuit of developing intelligent systems, the realms of quantum computing, artificial general intelligence (AGI), and educational frameworks face the significant challenge of balancing complex feedback mechanisms, ethical decision-making, and system stability. The universal formula developed by Angelito Malicse provides a pioneering approach to understanding free will, human behavior, and decision-making. His three laws, deeply rooted in the concept (...) of natural balance, offer valuable insights into addressing problems related to technological systems, such as quantum computers and AGI. This essay explores how Malicse’s universal formula can be integrated into quantum computer design, AGI algorithmic development, and educational models, emphasizing the importance of feedback loops, balance, and ethical decision-making as critical components in these fields. -/- The Universal Formula: An Overview -/- Angelito Malicse’s universal formula consists of three key laws: -/- 1. The Law of Karma (Cause and Effect): This law posits that every action leads to a consequence. It emphasizes that systems—whether natural or man-made—must function without defects to ensure they operate effectively and safely. Any imbalance or disruption in the system causes dysfunction, whether the system is biological, mechanical, or computational. -/- 2. The Homeostasis Principle: This principle asserts that systems—be they biological, technological, or social—must maintain equilibrium to function correctly. When an imbalance occurs, the system seeks to restore balance. This is a critical process in all functional systems, from the human body to technological networks. -/- 3. The Ethical Decision-Making Law: This law underscores the importance of ethical decision-making within systems. It suggests that choices must promote balance and avoid disrupting the natural harmony of the system. If decisions violate this balance, they result in negative consequences, reflecting the idea that imbalance leads to dysfunction in both societal and technological systems. -/- These principles, while addressing human behavior and societal functioning, also have profound implications for the development of quantum computing and AGI, areas that are critical to future advancements in technology. -/- Quantum Computing and the Universal Formula -/- Quantum computing represents a revolutionary leap in computational power, utilizing quantum mechanics principles—such as superposition, entanglement, and interference—to solve problems in parallel. Quantum systems, however, are highly sensitive to errors and disturbances, which could affect their ability to function reliably. Thus, understanding and applying the universal formula to quantum computer design is essential. -/- Quantum Causal Inference and the Law of Karma -/- Quantum computing is built on probabilistic models where each quantum state evolves based on prior interactions, an approach that mirrors the concept of cause and effect. Quantum systems follow causal inference, meaning that each quantum operation is influenced by the previous one. This aligns directly with the Law of Karma—every operation in a quantum computer has consequences, which can either lead to a stable state or introduce error. If the system is defective or disrupted, it results in instability, just as a defective system in nature or society fails to function correctly. -/- Quantum algorithms, such as those used in quantum machine learning, rely heavily on cause-effect relationships to guide the computation. The delicate balance between quantum states and operations mirrors the need for balance in natural systems: if a quantum system is not free from errors, its performance will degrade, reflecting Malicse’s principle that systems must be free of defects to operate properly. -/- Quantum Neural Networks (QNNs) and Feedback Mechanisms -/- Quantum Neural Networks (QNNs) aim to replicate the neural network structure of the human brain using quantum bits (qubits) and quantum gates. These networks utilize feedback loops, where the system continuously adapts and updates based on prior outputs, enhancing its learning process. This closely aligns with Malicse’s feedback loop principle, which emphasizes the importance of continuous adjustment based on environmental feedback. -/- QNNs utilize quantum feedback to optimize learning. However, just like biological systems, they require feedback that operates in balance, ensuring that each decision made by the system aligns with previous learnings and the larger goal of the system. For a quantum system to achieve reliable performance, the feedback mechanism must be balanced and precise, aligning with Malicse’s view that all systems—whether biological or technological—must act to restore balance when disrupted. -/- Homeostasis in Quantum Systems -/- The ability of quantum systems to maintain homeostasis—to return to a balanced state after a disturbance—is another vital aspect of quantum computing. Quantum error correction algorithms play a central role in ensuring that quantum states do not deviate significantly from their intended positions due to noise or errors. These mechanisms allow quantum systems to maintain internal equilibrium despite external interference, mirroring the concept of homeostasis in biological systems. -/- Malicse’s Homeostasis Principle is directly applicable here: just as biological systems restore balance to ensure survival, quantum systems require constant error-correction and recalibration to maintain balance. This principle ensures that quantum computations are accurate and that imbalances (such as errors or instabilities) are corrected swiftly, maintaining the overall stability of the quantum system. -/- AGI and the Universal Formula -/- The field of AGI seeks to develop machines capable of generalizing knowledge and solving complex problems across multiple domains. As AGI systems evolve, the challenge lies in ensuring they adhere to ethical principles and maintain balance within their decision-making processes. The universal formula offers guidance on how AGI can be structured to make decisions that reflect the principles of natural balance. -/- Feedback Mechanisms and Ethical Decision-Making -/- One of the core challenges of AGI is ensuring that it can make decisions ethically, even when faced with complex, ambiguous situations. AGI systems learn from feedback, adapting their decisions based on both the data they receive and the ethics embedded within their algorithms. The feedback loop in AGI is similar to that of human decision-making—data inputs (environmental feedback) are processed, and decisions are refined to optimize outcomes. -/- Malicse’s Ethical Decision-Making Law can be applied to AGI systems to ensure that their actions promote balance and avoid harm. For example, an AGI system designed for healthcare must balance patient needs with resource availability, ensuring that decisions benefit society while maintaining fairness and equity. If the AGI violates this balance—say, by favoring one group over another—it could result in negative consequences, such as social inequality or resource misallocation. -/- Homeostasis in AGI Systems -/- Much like quantum systems, AGI must strive for homeostasis to maintain long-term operational stability. AGI should be able to detect imbalances in its decision-making process and correct them accordingly. For instance, an AGI operating in a financial system must adjust its strategies based on market feedback, ensuring that it consistently contributes to the stability of the market, without causing disruptive cycles. -/- Integrating Malicse’s Homeostasis Principle in AGI ensures that these systems are capable of continuous adaptation, balancing inputs and outputs in a way that prevents harmful outcomes. In decision-making, this means the AGI will always strive for balance, ensuring that no decision undermines the overall health of the system, whether it’s societal, economic, or environmental. -/- The Role of Education in Promoting Natural Balance -/- Educational systems are fundamental to shaping the leaders and innovators of the future. By incorporating the principles of natural balance, ethical decision-making, and feedback-based learning, we can produce individuals capable of understanding the complexities of quantum systems and AGI. -/- Malicse’s universal formula should be integrated into the educational curriculum at all levels, fostering a generation of thinkers who can balance cause and effect, understand feedback loops, and navigate the ethical challenges of technology. Through this holistic education, students will be better equipped to understand and contribute to the design of future technologies, ensuring that they maintain harmony with natural systems and societal needs. -/- Conclusion -/- Angelito Malicse’s universal formula offers a profound framework for understanding the fundamental principles of decision-making, both in human and computational systems. By integrating these principles into the design of quantum computers and AGI systems, we can create technologies that adhere to the natural laws of balance and ethics, preventing harmful outcomes and ensuring stable, sustainable progress. -/- In the realms of quantum computing and AGI, the application of the Law of Karma, Homeostasis, and Ethical Decision-Making will ensure that these advanced systems work in harmony with their environments, just as natural systems do. Further, by embedding these principles into educational curricula, we can train future generations to harness the power of these technologies in a way that benefits society, promotes fairness, and sustains the natural balance of the universe. -/- By applying Malicse’s universal formula across these domains, we can foster a future where technology and humanity work together in a sustainable, ethical, and balanced way. -/- . (shrink)

The study determined the problem-solving performance and skills of prospective elementary teachers (PETs) in the Northern Philippines. Specifically, it defined the PETs’ level of problem-solving performance in number sense, measurement, geometry, algebra, and probability; significant predictors of their problem-solving performance in terms of sex, socio-economic status, parents’ educational attainment, high school graduated from and subject preference; and their problem-solving skills. The PETs’ problem-solving performance was determined by a problem set consisting of word problems with number sense, measurement, geometry, algebra, (...) and probability. A mixed-method research design was employed. Senior PETs purposively served as a sample where they mostly preferred to teach other subjects than mathematics. PETs who preferred math performed satisfactorily, while prospective teachers who opted for other subjects performed unsatisfactorily. The PETs’ unsatisfactory output indicates the need for remediation to advance the mathematical material skills and enrich the problem-solving abilities of these primary schools' potential teachers. Besides, results showed that subject preference strongly affected and predicted the problem-solving success of the PETs. PETs who preferred to teach mathematics performed significantly better than their counterparts; hence, mathematics as a field of specialization in the Bachelor of Elementary Education program may be considered by teacher education institutions. Further, most PETs displayed lack of problem-solving skills; thus, a Problem-Solving course is recommended for them. (shrink)

The Future of Human Reproduction and Family Structure -/- Introduction -/- The future of human reproduction and family structure is set to undergo profound transformations due to advancements in science, technology, and shifting societal values. Breakthroughs in artificial reproduction, gene editing, AI-assisted parenting, and new family models are poised to redefine what it means to conceive, raise children, and form families. As these changes unfold, they will challenge traditional concepts of marriage, parenthood, and biological reproduction. This essay explores the potential (...) future of human reproduction and family structure, examining the scientific, ethical, and social implications. -/- 1. The Future of Human Reproduction -/- A. Assisted Reproductive Technologies (ART) and Genetic Engineering -/- Scientific advancements are making reproduction more accessible and customizable, allowing individuals to control fertility and genetic traits like never before. -/- 1. Artificial Wombs (Ectogenesis) -/- Artificial wombs, or ectogenesis, could enable embryos to develop outside the human body. This technology would: -/- Help individuals unable to carry pregnancies. -/- Reduce health risks associated with childbirth. -/- Offer reproductive freedom to same-sex couples and single individuals. -/- However, artificial wombs may raise ethical concerns about the emotional and psychological impact on maternal bonding and child development. Additionally, they may lead to commercialized pregnancy, where companies provide “womb services” for those who can afford them. -/- 2. Gene Editing & Designer Babies -/- Gene-editing tools like CRISPR allow parents to modify embryos to: -/- Eliminate genetic diseases. -/- Enhance intelligence, physical abilities, and even personality traits. -/- While this technology offers great potential for eradicating inherited disorders, it could also create genetic inequality between those who can afford enhancements and those who cannot, leading to the emergence of a genetic upper class. Governments may implement strict regulations, but underground markets for genetic enhancements could emerge. -/- 3. Lab-Grown Gametes -/- Scientists are developing methods to create sperm and eggs from stem cells, which could enable: -/- Infertile individuals to have biological children. -/- Single individuals to conceive without a partner. -/- While this could redefine reproduction by making parenthood accessible to all, it also raises ethical questions about whether parenthood should be solely based on biological connection or expanded to include other forms of caregiving. -/- B. Cloning and Synthetic Biology -/- 1. Human Cloning -/- While human cloning is currently illegal in most countries, advances in genetic engineering may eventually make it possible. Cloning could: -/- Allow individuals to reproduce without a partner. -/- Be used for medical purposes, such as replacing lost children. -/- Raise existential concerns about individuality and identity. -/- However, human cloning raises profound ethical concerns, including human rights, consent, and the potential exploitation of cloned individuals for labor or military purposes. -/- 2. Synthetic Embryos & Artificial Life -/- Scientists are developing synthetic embryos without using sperm or eggs, which could: -/- Enable reproduction without biological parents. -/- Help infertile individuals conceive. -/- Lead to new ethical dilemmas regarding the moral status of artificially created life forms. -/- If synthetic embryos become a reality, society may need to redefine what it means to be “human” and whether artificial life forms deserve legal rights. -/- C. Population & Environmental Considerations -/- 1. Controlled Population Growth -/- As overpopulation threatens global resources, some governments may: -/- Regulate reproduction using artificial reproductive technologies. -/- Implement birth quotas to maintain ecological balance. -/- Encourage reproduction in aging societies facing workforce decline. -/- These policies would raise ethical questions about personal freedom versus societal needs. -/- 2. Reproduction in Space -/- If humans colonize planets like Mars, reproduction in space will require: -/- Artificial wombs to protect embryos from cosmic radiation. -/- Genetic modifications to help humans adapt to low gravity. -/- New family structures, as space-born humans may develop unique physical traits. -/- This could lead to divergent human evolution, with space-born individuals differing from Earth-born humans over generations. -/- 3. The Future of Family Structure -/- A. Non-Traditional Family Models -/- 1. Multi-Parent Families -/- Technologies like three-parent IVF already exist, and in the future, more than two people may be able to contribute genetic material to a child. This could: -/- Redefine legal parenthood. -/- Enable new forms of family structures. -/- Challenge traditional parenting norms. -/- Laws will need to adapt to recognize multi-parent families and their rights. -/- 2. Single-Parent by Choice -/- With advanced reproductive technologies, more individuals will choose to have children without a partner. This will: -/- Normalize single parenthood. -/- Reduce societal pressure to marry for reproductive purposes. -/- Create new legal structures for co-parenting agreements. -/- B. Changes in Marriage & Parenting Norms -/- 1. Declining Marriage Rates -/- With reproduction becoming independent of relationships, marriage may decline, as people prioritize: -/- Career advancement. -/- Personal fulfillment. -/- Alternative forms of companionship. -/- 2. Co-Parenting Arrangements -/- People may legally agree to co-parent a child without being romantically involved. This would: -/- Offer a stable upbringing without traditional marriage. -/- Encourage partnership-based parenting. -/- Reduce legal disputes over custody. -/- 3. Extended Family Networks -/- Due to economic pressures, multi-generational households may become more common, with grandparents playing a bigger role in raising children. -/- C. AI & Robotics in Parenting -/- 1. AI Parenting Assistants -/- AI-driven robots may assist in: -/- Childcare and education. -/- Emotional development and mentorship. -/- Reducing parental stress. -/- However, heavy reliance on AI could impact traditional parent-child bonding. -/- 2. AI-Generated Children (Digital Offspring) -/- In the future, some people may choose to raise AI-based virtual children in digital environments instead of having biological kids. These “children” could: -/- Simulate real human relationships. -/- Reduce the need for biological reproduction. -/- Raise ethical questions: If AI children learn and grow, are they “alive”? -/- 3. Key Ethical and Social Questions -/- As these technologies reshape reproduction and family life, several ethical concerns arise: -/- 1. Genetic Inequality: Will access to genetic enhancements create a class divide? -/- 2. State vs. Individual Rights: Should governments regulate reproduction? -/- 3. Redefining Parenthood: Who qualifies as a parent in multi-parent or AI-assisted families? -/- 4. Traditional vs. Technological Families: Will humans still value biological reproduction, or will artificial and digital life forms become part of the family? -/- Conclusion -/- The future of human reproduction and family structure will be radically transformed by scientific advancements, shifting social norms, and ethical dilemmas. While artificial wombs, gene editing, and AI parenting promise greater reproductive freedom and inclusivity, they also pose existential challenges about human identity, societal structures, and the ethics of life creation. As these technologies advance, societies must carefully navigate their implications to ensure that progress benefits all of humanity while safeguarding fundamental rights and values. -/- . (shrink)

This paper describes an Intelligent Tutoring System for helping users with ADO.NET called ADO-Tutor. The Intelligent Tutoring System was designed and developed using (ITSB) authoring tool for building intelligent educational systems. The user learns through the intelligent tutoring system ADO.NET, the technology used by Microsoft.NET to connect to databases. The material includes lessons, examples, and questions. Through the feedback provided by the intelligent tutoring system, the user's understanding of the material is assessed, and accordingly can be guided to different (...) difficulty level of exercises and/or the lessons. The Intelligent Tutoring System was evaluated by a group of users and the results were more than satisfactory in terms of the quality of the material and the design of the system. (shrink)

The main objective of this paper was to examine the relationship between management of educational support services and the attainment of Universal Basic Education goals in Cross River State. Three null hypotheses were formulated in this study. The study adopted correlational research design. Census technique was employed in selecting the entire population of 2,078 primary school administrators in the state. The instruments used for data collection were “Management of Educational Support Services Questionnaire (MESSQ); and Attainment of Universal (...) Basic Education Goals Questionnaire (AUBEGQ)” respectively. The data collected were analyzed using descriptive statistics, while the null hypotheses were all tested using Pearson Product Moment Correlation Analysis at .05 alpha levels. The results from the study revealed that; management of guidance/counselling services, staff development services, and ICT services are significantly related to the attainment of Universal Basic Education goals respectively. Based on these results, it was recommended among others that; the ministry of education should ensure that there is adequate provision of professional guidance counsellors to every primary school in Cross River State in order to help address the psychological and persona-social needs of the pupils. Contribution/Originality:. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Scrutinizing the Art of TheaterAaron Meskin (bio)IntroductionIn his 1992 address to the American Society for Aesthetics, Peter Kivy suggested that philosophers of art might do best by giving up on “grand theorizing” (that is, pursuing the definition of art).1 In its place he proposed that they pursue the “careful and imaginative philosophical scrutiny of the individual arts and their individual problems.”2 Of course John Passmore and others had said (...) similar things at earlier points,3 but philosophical aesthetics has, it seems to me, finally and robustly taken the turn toward the philosophies of the arts. Much of the best work in philosophical aesthetics over the last fifteen years or so has pursued the route Kivy suggested. James Hamilton’s The Art of Theater is part of this turn—it is careful and imaginative scrutiny of the art of theater done at the very highest level, and I am delighted to have this opportunity to comment on it.4In what follows I shall address a number of issues raised by Hamilton’s work: the definition of theatrical enactment; the place of pretending and imagining in theatrical performance; the nature of Hamilton’s “ingredients model” and its relation to more traditional accounts of the work/performance relation; the account of theatrical style on offer; and the question of what we have learned from experimental theater.But before I move on to address those aspects of the book’s content in detail, let me say something about the pedagogical significance of this work. Although there are a number of legitimate ways to teach introductory courses on aesthetics and the philosophy of art (for example, by following a historical progression or by structuring it around certain key issues), one increasingly attractive option is to teach a course that focuses on those aforementioned individual arts and their individual problems. So, for example, I used to regularly teach graduate seminars in aesthetics to students enrolled [End Page 51] in a fine arts doctoral program. These students studied music, art education, the visual arts, theater, and dance; the seminars were designed to provide them with a broad foundation in philosophical aesthetics. Since they typically had no background in philosophy, I made the effort to assign readings and topics relevant to their own artistic practices and interests. Providing them with contemporary cutting-edge philosophical material on music and the visual arts was not hard. Kivy’s work, as well as that by Jerrold Levinson, Arthur Danto, Richard Wollheim, and others, makes that fairly easy. And intriguingly—since philosophers are commonly said to have ignored the art of dance—there’s even a decent amount of recent philosophical work on that art form by such authors as Graham McFee, Frances Sparshott, and Noël Carroll and Sally Banes.5 But where to turn to for the theater students? I would often read some of Aristotle’s Poetics with them, but I have to admit that the serious students of the theater that I encountered in those seminars typically knew that text much better than I did. (Still, I hope I challenged their breezy assumptions about catharsis!) We would read Hume on tragedy together—fun, but not really so much about the theater—and sometimes a bit of Nietzsche. But there was never much to give them from contemporary philosophers on the subject—a few articles here and there, of course, but nothing that clearly laid out the big and distinctive issues that the art form of theater raises. Nothing, to put the point a bit differently, that would provide any evidence that there really was a lively and extant philosophy of theater out there, as there are lively and extant philosophies of film, music, literature, and photography. In short, for those attracted to the prospect of teaching aesthetics as the philosophies of arts, the dearth of good work on theater by contemporary philosophers has been a significant source of frustration and even a bit of an embarrassment.The book in question is not the only recent philosophical work on theater. There are fine articles on the topic by David Osipovich, David Saltz, and Paul Woodruff, among others. Hamilton himself has a string of... (shrink)

The Government of Kenya (GoK) touts teacher-preparedness as a critical factor that shows the equipping of a professional teacher for quality performance and satisfactory learner performance in national examinations. Despite the efforts by the GoK, there is a worrying trend of students completing school with reading and writing difficulties. The Kenya National Examinations Council (2020) contends students’ poor performance in English for the past 5 years, falling short of the average mean of 50%. Descriptive research design was used. A (...) sample of 44 principals, 88 teachers and 345 form three students across 50 public secondary schools in Kakamega North, were targeted. A questionnaire, interview schedule, classroom practice observation schedule, and focus group discussion guide were used to collect data. Qualitative data was analyzed thematically whereas quantitative data was presented through tables, percentages and frequencies. Chi-square test was performed to test hypothesis. Response rate was 79.5%. The findings indicated that majority (97.1%) of the teachers participated in coursebooks and other revision textbook in-service courses as per the changing trends in teaching of English whereas ICT workshops had low percentages, a gap pointing on teacher level of preparedness. The findings from principals indicated, teachers of English sometimes declined to take up ICT in-service trainings for fear of additional responsibilities in school. Findings from FGDs show, teachers were rated average by most students in terms of preparedness in material use in classrooms. On determining the extent to which teacher level of preparedness influence implementation of English curriculum in school, teachers’ opinions had a Mean of 4.0000; Standard deviation of 3.08338; and Skewness of .397, indicating teacher level of preparedness has a high and strong positive influence on implementation of English curriculum in school if well checked and applied. The study established a significant relationship between teacher level of preparedness and implementation of English curriculum (p=0.007<0.05). Findings concur with KNEC (2020), contending students’ poor performance in English as unsatisfying. (shrink)

The study investigated the management of students’ academic failure among secondary school students for high productivity in Obingwa Local Government Area of Abia State. The study was guided by two research questions and two hypotheses. Descriptive survey research design was used while the population of the study comprised thirty public secondary schools. A sample size of 10 secondary schools was selected from the 30 public secondary schools using stratified random sampling technique. Self-designed instrument entitled “Management Students’ Academic Failure Questionnaire” (...) (MSAFQ) was utilized. The validity of the instrument was ensured. Test retest method was used and reliability co-efficient of 0.80 and 0.83 was obtained through Cronbach Alpha Statistics. Mean was used to answer the research questions while Z-test statistics was used to test the hypotheses at 0.05 level of significant. The findings include but not limited to: lack of instructional material and inability of the teachers to stimulate students are causes of academic failures among students. It is therefore recommended that the government or appropriate agency should ensure adequate supply of functional instructional resources and teachers’ should do well to motivate students to learn thereby save students from incessant failures that could mar their future and life expectations. (shrink)

-/- The Paradox of Internet Innovation: Driven by Advertising Profits -/- The internet was originally designed as a tool for sharing information and enhancing communication. However, in the modern era, the driving force behind its rapid technological innovation is not purely knowledge sharing or connectivity—it is profit from digital advertising. The world’s largest internet companies, including Google, Meta (Facebook), and TikTok, generate the majority of their revenue from advertisements. This has created a paradox: technological advancements in AI, search engines, cloud (...) computing, and social media are often dictated not by the most beneficial innovations for users but by what maximizes advertising revenue. -/- This reality is puzzling. The internet, which many see as a global platform for education, communication, and empowerment, is largely shaped by the need to capture user attention for ad revenue. This essay explores how advertising fuels internet innovation, the unintended consequences of this model, and potential alternatives for sustaining technological progress. -/- How Advertising Fuels Internet Innovation -/- Advertising has become the financial backbone of the internet, funding platforms and services that billions of people use daily. Companies continuously invest in technology to enhance ad targeting, user engagement, and content delivery. Some of the most significant areas of innovation driven by advertising include: -/- 1. Data Collection and Artificial Intelligence (AI) -/- To optimize advertisements, companies use advanced AI and machine learning algorithms to analyze user behavior. These systems refine targeted advertising, making ads more relevant to individuals. This has led to breakthroughs in AI capabilities, from natural language processing to image recognition. AI, originally developed to improve user experience, is now primarily focused on predicting what ads users will click on. -/- 2. User Engagement and Experience -/- Social media platforms, search engines, and entertainment services are designed to maximize user time spent online. Algorithms are constantly improved to recommend content that keeps users engaged. While this enhances user experience, it also raises concerns about addiction, echo chambers, and the spread of misinformation. Many companies optimize their platforms for engagement rather than truth, as more time spent online means more ad exposure. -/- 3. Infrastructure and Speed -/- The need for efficient ad delivery has led to innovations in cloud computing, high-speed networks, and data centers. Companies like Amazon Web Services (AWS) and Google Cloud have built vast infrastructures, initially to support ad-driven businesses, but later benefiting other industries, including healthcare, finance, and education. Without advertising revenue, many of these advancements might not have been possible, but it also means that technological priorities are shaped by commercial interests rather than societal needs. -/- 4. New Business Models and the Digital Economy -/- The advertising-driven internet has given rise to influencer marketing, programmatic ad buying, and personalized promotions. These innovations have reshaped how businesses reach consumers, making the internet a major economic force. However, this also means that content creators, journalists, and even educational platforms are pressured to produce material that attracts views rather than informs or educates. -/- The Paradox: Is Innovation Being Misguided? -/- While advertising has undeniably fueled technological progress, it has also created a paradox. The internet’s evolution is largely dictated by what generates the most revenue for advertisers rather than what is most beneficial for society. This raises several key concerns: -/- Prioritizing Engagement Over Truth: Social media algorithms are optimized to keep users engaged, sometimes at the cost of promoting sensational or misleading content. Viral misinformation can spread rapidly because controversy attracts more clicks. -/- Privacy and Surveillance Issues: To refine ad targeting, companies collect vast amounts of personal data, raising ethical concerns about surveillance and data misuse. Many users are unaware of how much data is being collected and monetized. -/- Monopolization of the Internet: A few major corporations control most digital ad revenue, leading to concerns about market competition, censorship, and corporate influence over information. Smaller platforms struggle to compete with advertising giants like Google and Meta. -/- Without the overwhelming influence of advertising, would the internet have evolved differently? If revenue came primarily from subscriptions, public funding, or decentralized models, innovation might have been more focused on user privacy, open knowledge, and ethical technology development. -/- Can Advertising Sustain Long-Term Innovation? -/- Advertising has certainly accelerated technological progress, but its sustainability as the primary driver of innovation is questionable. The over-reliance on ad revenue has led to problems such as ad fatigue, declining user trust, and regulatory crackdowns on data privacy. As awareness of these issues grows, companies are being pressured to rethink their business models. -/- Potential alternatives to the advertising-driven internet include: -/- Subscription-Based Models: Platforms like Netflix, Patreon, and paid versions of YouTube show that users are willing to pay for ad-free, high-quality content. This model could reduce reliance on surveillance-driven advertising. -/- Publicly Funded Internet Initiatives: Governments or non-profits could fund essential digital services, reducing dependence on commercial advertising. A state-funded search engine or social media network could prioritize unbiased information over engagement metrics. -/- Decentralized and Open-Source Systems: Blockchain technology and decentralized platforms could allow users to control their own data and revenue generation. These technologies could create a more equitable internet economy. -/- However, these alternatives come with their own challenges. Subscription models may create inequality, where only those who can afford to pay get the best experience. Public funding could lead to government control and censorship. Decentralization, while promising, requires mass adoption and significant changes in internet infrastructure. -/- Conclusion -/- The internet’s rapid innovation, largely fueled by advertising profits, has created both opportunities and challenges. While advertising has driven advancements in AI, cloud computing, and user engagement, it has also led to privacy concerns, monopolization, and the prioritization of engagement over truth. This paradox raises the question of whether internet innovation is being guided in the right direction. -/- Ultimately, the future of internet innovation may depend on whether society can balance profit incentives with the broader interests of humanity. If advertising continues to dominate, innovation will likely remain focused on engagement and consumerism. But if alternative funding models gain traction, the internet could evolve in a way that prioritizes user well-being, ethical technology, and the pursuit of knowledge. -/- The internet is a reflection of the incentives that shape it. If we want an internet that serves humanity rather than just advertisers, we must rethink how it is funded and who controls its future. -/- . (shrink)

This study was conducted to analyze the direct and indirect relationship between education, perception and behaviors towards the plastic waste of high school students in Vietnam. The study uses data from a survey of 573 high school students in Vietnam. A cross-sectional study design and questionnaire survey method were used to collect data. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), descriptive statistics, reliability test Cronbach's Alpha and structural equation modelling (SEM) was used for statistical analysis. Research results show (...) that: Attitude factors play an mediating role in the relationship between education, perception and behavior towards plastic waste. The ¦ndings of this study provide the basis for proposing measures to improve behaviors towards plastic waste for Vietnamese high school students. (shrink)

This research investigates the representations of gendered social actors within the subversionary discourse of equal educational opportunities for males and females in Iranian English as a Foreign Language (EFL) books. Using critical discourse analysis (CDA) as the theoretical framework, the authors blend van Leeuwen’s (Texts and practices: Readings in critical discourse analysis, Routledge, London, 2003) ‘Social Actor Network Model’ and Sunderland’s (Gendered discourses, Palgrave Macmillan, Hampshire, 2004) ‘Gendered Discourses Model’ in order to examine the depictions of male and female (...) social actors within this gendered discourse. The gendered discourse of equal opportunities was buttressed by such representations within a tight perspective in proportion to gender ideologies prevailing in Iran. Resorting to CDA, we can claim that resistance against such gendered discourse in Iranian EFL textbooks militates against such gender norms. These representations of male and female social actors in school books are indicative of an all-encompassing education, reinforcing that the discourse of equal opportunities is yet to be realized in the education system of Iran. (shrink)

Purpose Prescription stimulant use as “cognitive enhancers” has been described among undergraduate college students. However, the use of prescription stimulants among future health care professionals is not well characterized. This study was designed to determine the prevalence of prescription stimulant misuse among students at an academic health sciences center. -/- Method Electronic surveys were e-mailed to 621 medical, pharmacy, and respiratory therapy students at East Tennessee State University for four consecutive weeks in fall 2011. Completing the survey was voluntary and (...) anonymous. Surveys asked about reasons for, frequency of, and side effects of nonprescription misuse of prescription stimulants. Given the sensitive material, an opportunity to win one of ten $50 gift cards was used as an incentive. -/- Results Three hundred seventy-two (59.9%) students completed the survey from three disciplines (47.6% medical, 70.5% pharmacy, and 57.6% respiratory therapy). Overall, 11.3% of responders admitted to misusing prescription stimulants. There was more misuse by respiratory therapy students, although this was not statistically significant (10.9% medicine, 9.7% pharmacy, 26.3% respiratory therapy; P = .087). Reasons for prescription stimulant misuse included to enhance alertness/ energy (65.9%), to improve academic performance (56.7%), to experiment (18.2%), and to use recreationally/get high (4.5%). -/- Conclusions Prescription stimulant misuse was prevalent among participating students, but further research is needed to describe prevalence among future health care workers more generally. The implications and consequences of such misuse require further study across professions with emphasis on investigating issues of academic dishonesty (e.g., “cognitive enhancement”), educational quality, and patient safety or health care quality. (shrink)

The UK Government's Higher Education (Freedom of Speech) Bill is currently progressing through Parliament. The bill is designed to strengthen free speech and academic freedom in higher education, in response to what former Education Secretary Gavin Williamson describes as ‘the rise of intolerance and cancel culture upon our campuses’. But is there really a crisis of academic freedom in British universities?To see that there is, say Judith Suissa and Alice Sullivan, we need only look at the contemporary reality of suppression (...) of debate on sex and gender. The evidence they catalogue of suppression of research, of blacklisting, harassment and smear campaigns, of no-platforming, disinvitations and shutting down of events, is incontrovertible. The recent experience of scholars and students wishing to discuss the material reality and political salience of sex makes complacency about academic freedom a luxury we cannot afford.Suissa and Sullivan set out a powerful argument for the role of academic freedom in pursuing truth within the academy and developing democracy beyond it. They effectively counter attempts to narrow the scope of academic freedom so as to render it compatible with no-platforming. And they lay out a series of practical steps administrators can take to ensure that universities are places where an expansive and pluralistic intellectual climate prevails.This is a timely and compelling intervention in a vexed but urgent public debate. For their clear-sighted diagnosis of where and how academic freedom has been eroded in our universities, and for their judicious account of what must be done to rebuild it, Suissa and Sullivan deserve a wide and attentive hearing. (shrink)

This paper was chosen from ninety papers presented at (Conference on Higher Education in the Islamic world: challenges and prospects, Malaysia in 2008) to be chapter of the book “Higher education in the Islamic world: challenges and prospects” During the human history, philosophy organizes education, and the societies revert to philosophy to regulate education policy .Philosophy contributes to: suggesting education goals, provide the learning outcome, classification of topics and learning activities in educational institutions , and proposes an educational (...) curriculum The paper titled The Design of Curricula in the Universities: College of Humanities and Social Sciences UAEU Model, which introduced the vocabulary in which modernist experiment in the UAEU. It shows that the process of curriculum design has been in the holistic pattern in the Faculty of Humanities and Social Sciences, where it began re-building the organizational structure of the college, update regulations, activate the systems, and designing curriculum using modern technical and the English language into the curriculum for each specialty. (shrink)

This study investigated innovation management and effectiveness of educational research in tertiary institutions in Cross River State. One research question and one null hypothesis were formulated to direct the study. The study adopted factorial research design. Census technique was adopted by the researcher in selecting the entire population of 80 participants from four (4) tertiary institutions in Cross River State. “Innovation Management Questionnaire (IMQ)” and “Effectiveness of Educational Research Rating Scale (EERRS) were used as instruments for data (...) collection. The reliability of the instruments was established through test-retest method and reliability estimates of .89 and .86 were obtained. The null hypothesis was tested at .05 level of significance using multiple regression analysis with the aid of SPSS version 21. Findings from the study established a composite contribution of 70.5% of data management innovations, research ethics management, provision of research grants to effectiveness of educational research (Adj. R2= .705). The findings of this study also established that; data management innovations, research ethics management, and provision of research grants jointly has a significant influence on effectiveness of educational research (F = 64.055, p <.05). Data management innovations was the highest predictor (β = .501, t = 7.778), followed by research ethics management ethics management (β = .311, t = 3.956), and provision of research grants (β = .291, t = 3.707) in that order. Based on the findings, it was recommended, amongst others, that educational research data (including coded data) should be effectively managed by tertiary institutions using both manual and computerized data management devices with corresponding appropriate retrieval systems. (shrink)

The study analyzed the Agogo Presbyterian College of Education (1930-1971) and when it was taken over by the Government (1972-2013). This became relevant in the wake of the recent plea by the churches that the Government should hand over Mission Schools to the churches. The study therefore examines the state of management and leadership and infrastructural development both under the regime of the Missionaries and the Government. It also sought to assess academic standard of the students, and the discipline of (...) the College, qualification of the teachers, supervision, and students’ patronage of library and entry grade of students to the College with the view of establishing the progression or retrogression over the period. In doing this, a comparative study was undertaken and data were derived from archival materials of the Agogo Presbyterian College of Education, and direct interviews with past Principals and Administrators of the College. The results revealed that despite an increase in student-intake (210 students in 1942 to 750 students in 2014) with a corresponding increase of teachers (from 5 missionary teachers with lower academic degrees in 1931 to 28 teachers with masters qualifications), inadequate infrastructural development; lack of discipline and competitions among students have characterized APCE since it was managed by the Government as compared to the Missionaries. The study recommends that the Government would complete the construction of the students‟ hall complex, and also put up large auditorium and classroom blocks to accommodate the high students’ intake in the College to enhance education delivery. (shrink)

This study determined the challenges encountered by public secondary School Heads of Pangasinan II division during the Covid-19 pandemic and the coping mechanisms used by the School Heads to manage the challenges. It used the descriptive-correlational research design. -/- This study found out that in the profile variables of the respondent-School Heads, majority are females, 51 and above years old, Master’s degree holders with 11-15 years in service. Majority of the respondents are Principal III-IV who are mostly trained in (...) leadership and management relevant to the new normal. There are moderately high level of challenges encountered by School Heads during the Covid-19 pandemic along leadership and governance, curriculum and learning, and management of resources. A high level of challenges was encountered by School Heads during the Covid-19 pandemic along accountability and continuous improvement. -/- Findings also show that the level of coping mechanisms of the School Heads to manage the challenges of the Covid-19 pandemic along production of instructional/ modular materials, training of teachers, and provision of technological tools are high. A moderately high level of coping mechanism was also found on school Heads’ management during the pandemic along production, distribution and retrieval of modules. There is a significant relationship that exists on the level of challenges encountered by the School Heads along leadership and governance, and the profile variables, sex and position. A significant relationship also exists between the level of challenges encountered along curriculum and learning and the School Heads’ highest educational attainment. Further, a significant relationship exists between the level of challenges encountered along management of resources and the profile variable, age. (shrink)