Jem Cloyd Melendres Tanucan

In contemporary educational settings, fostering students’ sense of community has become increasingly important due to growing concerns related to student well-being, stress, disengagement, and feel...

Digital literacy is central to collaborative teaching in technology-mediated environments, particularly open and distributed learning. Guided by the Community of Inquiry and TPACK (Technological Pedagogical Content Knowledge) frameworks, this systematic review examines how digital literacy enables educators to codesign instruction, sustain interaction, and support reflective practice while addressing structural and contextual barriers. Following PRISMA 2020, comprehensive searches in Scopus and the Web of Science identified 32 peer-reviewed articles published in 2024. Thematic synthesis produced three strands: (a) integration of digital literacy in education, highlighting links to teaching presence, professional development, and instructional design; (b) digital literacy in response to educational challenges, demonstrating its role in resilience, equity, and socio-emotional support across remote and hybrid contexts; and (c) advancing learning through digital competencies, detailing gains in collaboration, critical inquiry, and innovative use of augmented reality, virtual reality, data analytics, and emerging AI tools alongside ethical considerations. Evidence indicates that digital literacy functions as a pedagogical capacity rather than solely a technical skill and yields the strongest outcomes when aligned with institutional culture, curriculum design, and continuous professional learning. Policy recommendations include sustained investment in equitable infrastructure, structured capacity building aligned with UNESCO’s Digital Literacy Global Framework and ICT (Information and Communication Technology) Competency Framework for Teachers, and explicit attention to ethics and inclusion. Future research should adopt longitudinal and comparative designs to trace the impact on educator identity, collaboration, and learner outcomes.

The COVID-19 pandemic accelerated the adoption of hybrid flexible (HyFlex) learning models in education, providing students with flexible learning options. While research highlights benefit for students, understanding teachers’ experiences is essential for successful implementation, particularly in physical education, a subject traditionally taught in-person. This phenomenological study explored the lived experiences of 33 Filipino physical education teachers implementing HyFlex across 15 schools in Cebu, Philippines. The objective was to examine their experiences navigating HyFlex in physical education classrooms. Data were collected through semi-structured interviews and analyzed using Colaizzi’s seven-step method. The findings revealed HyFlex’s potential to enhance accessibility and inclusivity, promote active learning and student agency, improve teacher-student interaction, and increase flexibility and efficiency. Teachers reported improved access for students with health or geographical constraints, increased student motivation through choice, and enhanced communication via online tools. HyFlex also facilitated seamless transitions during disruptions and optimized resource use. However, challenges included increased teacher workload, unequal access to technology, difficulties maintaining online student engagement, assessment complexities, and impacts on physical education’s social dynamics. Pedagogical considerations emphasize engaging students in both in-person and online environments, fostering flexibility and student choice, building community, providing effective feedback, and ensuring inclusivity. The study offers implications for professional development, addressing equity, fostering community, and ongoing evaluation. It contributes to the limited research on HyFlex in physical education, particularly in the Philippine context, and underscores the need for further exploration of its long-term effects and optimization strategies.

Small and medium-sized enterprises (SMEs) are essential to Malaysia’s economy, forming a substantial portion of corporate entities and fueling employment and economic growth. However, challenges such as limited resources and high turnover necessitate strategies to enhance employee productivity (EP). This study investigates the influence of training programs on EP in Malaysian SMEs, emphasizing employee engagement as a mediator. Grounded in Human Capital Theory (HCT), Social Exchange Theory (SET), and the Job Demands-Resources (JD-R) Model, it explores how training boosts skills and engagement, subsequently improving productivity. A quantitative approach was employed, collecting data via structured surveys from 300 SME employees across diverse sectors who participated in formal training within the past year. Structural Equation Modeling (SEM) confirmed that training significantly enhances EP (β=0.274, p<0.001, H1) and engagement (β=0.288, p<0.001, H2), with engagement mediating the training-productivity relationship (β=0.239, p<0.001, H3). These findings underscore training’s dual role in skill development and fostering engagement, amplifying productivity in resource-constrained settings. Practically, SME managers should leverage cost-effective e-learning and align training with organizational goals, while policymakers could support subsidies to bolster SME competitiveness. Limitations include the cross-sectional design, self-reported data biases, and focus on Malaysian SMEs, limiting generalizability. Future research may adopt longitudinal methods, cross-cultural comparisons, and probabilistic sampling to deepen insights into training’s long-term effects and broader applicability. This study enriches organizational development literature by contextualizing training and engagement dynamics in emerging economies.

This study examines the key factors influencing actual battery electric vehicle (BEV) purchase behavior among adult consumers in Malaysia. By integrating the theory of consumption value with the Technology Acceptance Model, this study aims to identify the most salient predictors of BEV adoption, thereby offering a more comprehensive understanding of consumers’ motivations and barriers. A quantitative survey was conducted with 400 Malaysian BEV owners. The questionnaire was adapted from literature. Pearson’s correlation and multiple regression analyses were conducted to determine the strength and significance of each predictor. Emotional value emerged as the strongest predictor of BEV purchase behavior, followed by perceived usefulness and conditional value. These findings underscore the importance of affective drivers, perceived practical benefits, and supporting contextual factors (e.g., incentives) in shaping adoption decisions. Although social and epistemic values showed positive correlations with BEV purchase behavior, they did not remain statistically significant in the regression model. By integrating the theory of consumption value and the Technology Acceptance Model, this study provides a holistic perspective on BEV purchase behavior in Malaysia, focusing on actual adoption. The results highlight the pivotal role of emotional resonance and practical incentives in accelerating sustainable automotive transition.

This research aims to examine the influence of ethical and transformational leadership on employee creativity. Additionally, it investigates whether organizational citizenship behavior (OCB) serves as a mediating factor in the relationship between these leadership styles and employee creativity. Given the increasing importance of fostering innovation within organizations, understanding these relationships can provide valuable insights for leadership development and organizational effectiveness. The study employed a quantitative research methodology, utilizing a sample of 275 employees from Malaysian private higher education institutions (PHEIs). Data collection was conducted through structured questionnaires measuring leadership styles, OCB, and employee creativity. To test the proposed hypotheses and derive conclusions, the collected data was analyzed using the partial least squares technique (PLS-SEM), a robust method for examining complex relationships between multiple variables. The findings indicate that OCB has a significant positive impact on employee creativity. Ethical leadership positively influences both OCB and employee creativity, highlighting the role of moral leadership in fostering a conducive work environment. Similarly, transformational leadership was found to have a strong and positive effect on OCB and employee creativity, emphasizing the importance of visionary and inspirational leadership in enhancing workplace innovation. Furthermore, the results confirm that OCB serves as a crucial mediating variable between both ethical and transformational leadership and employee creativity. The study underscores the importance of ethical and transformational leadership in promoting employee creativity, with OCB playing a mediating role in this relationship. Leaders who exhibit ethical behavior and transformational qualities contribute to higher levels of OCB, which in turn enhances creativity among employees. This reinforces the notion that leadership styles significantly impact employee innovation through behavioral and psychological mechanisms. Organizations, particularly within the higher education sector, should prioritize leadership development programs that emphasize ethical and transformational leadership qualities. Encouraging OCB among employees can further enhance creative outcomes, leading to improved institutional performance and competitiveness. By fostering a supportive and values-driven work environment, leaders can effectively cultivate a culture of creativity and innovation, ultimately contributing to organizational success in dynamic and knowledge-intensive industries.

This study compared the effects of energy drink and chocolate pre-workout intake on cardiovascular endurance, blood pressure, heart rate, and recovery in 42 collegiate athletes. Participants were divided into the Energy Drink Group (EDG) and Chocolate Group (CG) and underwent Beep Tests to evaluate cardiovascular endurance. Results revealed sex-specific responses: females in the EDG significantly improved cardiovascular endurance, while improvements in males across both groups were nonsignificant. The CG demonstrated significant cardiovascular endurance enhancements without the adverse effects observed in the EDG, such as elevated blood pressure and heart rate. Notably, the EDG exhibited superior heart rate recovery post-exercise, a benefit less pronounced in the CG. These findings suggest that while energy drinks facilitate immediate cardiac recovery, chocolate offers a more favorable impact on cardiovascular endurance without negatively affecting cardiovascular parameters. Future studies should examine a broader range of commercially available energy drinks and chocolate snacks commonly consumed by student-athletes. Emphasis on sport-specific testing is recommended to better understand these supplements' effects on athletic performance across diverse sporting contexts

While leadership plays a crucial role in fostering employees' innovative behavior, limited research has explored the specific relationship between inclusive leadership and employee innovation. This study aims to address this gap by examining how inclusive leadership influences innovative behavior in the workplace through the mediating role of perceived organizational support (POS). A quantitative research approach was employed, utilizing survey data collected from 15 Malaysian companies across various industries. The study's theoretical framework guided the data analysis, ensuring a robust examination of the relationships between inclusive leadership, POS, and employee innovative behavior. The results indicate that inclusive leadership has a significant positive impact on both employee innovative behavior and perceived organizational support. Additionally, POS is strongly and positively associated with innovative behavior, acting as a mediator that strengthens the relationship between inclusive leadership and employee innovation. The study underscores the critical role of inclusive leadership in enhancing employees' innovative behavior, particularly through its influence on perceived organizational support. By fostering an inclusive work environment, organizations can create conditions that empower employees to generate and implement innovative ideas. These findings highlight the importance of organizations investing in inclusive leadership development and strengthening perceived organizational support to maximize employee innovation. By doing so, companies can enhance productivity and overall performance. The novelty of this research lies in its focus on the service sector, offering new insights into how inclusive leadership and perceived organizational support contribute to organizational success.

This study examines the roles and responsibilities of school principals in fostering effective science and mathematics instruction through the lens of Instructional Leadership. Given the critical role of quality education, particularly in science and mathematics, this research aligns with Sustainable Development Goal 4 (SDG 4) on quality education. It explores how school principals create opportunities for effective teaching and learning within their schools. A qualitative case study approach was employed to gain in-depth insights into leadership practices. Data were collected through unstructured interviews with thirteen participants across six Malaysian public schools. This method allowed for a detailed exploration of the ways principals facilitate instructional improvements in science and mathematics. The study reveals that school principals act as instructional leaders, subject specialists, and classroom experts, ensuring accountability for student performance. Their leadership extends beyond administrative duties, directly influencing instructional practices by supporting teachers and implementing structured leadership strategies. This highlights the pivotal role of principals in shaping educational outcomes in science and mathematics. The findings underscore the significance of Instructional Leadership in improving curriculum implementation and teaching quality in science and mathematics. School principals play a crucial role in guiding educators, fostering collaborative learning environments, and enhancing student achievement. Given the multifaceted nature of school leadership, further research is recommended to explore how principals navigate their instructional responsibilities in different educational settings. Understanding these dynamics could inform policy decisions and professional development programs aimed at strengthening Instructional Leadership in diverse school environments.