Mark Jhon Ramos Prestoza

Artificial Intelligence (AI) is quietly transforming children’s learning experiences. From search engines that answer questions in seconds to apps that recommend videos or generate stories, AI alre...

Learning Analytics (LA) in low-connectivity educational environments remains severely underdeveloped, despite growing evidence that offline-capable infrastructure is critical for equity in the Global South. While a growing body of research explores offline-first and edge architectures for LA, these approaches remain fragmented and lack formally specified, end-to-end pipelines required for deployment in zero-connectivity environments. The dominant LA literature continues to treat reliable cloud connectivity as a design premise rather than a variable, leaving students in rural and marginalized regions without data-driven educational support during offline periods. This systematic literature review (SLR) examines peer-reviewed evidence on the integration of LA with offline-first and edge computing architectures in low-connectivity educational settings. Conducted in accordance with the PRISMA 2020 framework, a structured search across Scopus, IEEE Xplore, and ScienceDirect covering the period 2020 to 2026 yielded 1,539 records; after deduplication, screening, and full-text assessment, 35 studies were included in the final synthesis. Three research questions guided the review: (RQ1) identification of offline-first and edge-based architectural paradigms; (RQ2) evaluation of synchronization and data integrity mechanisms; and (RQ3) assessment of LA algorithms in resource-constrained contexts. Results reveal three validated offline-first paradigms, namely hardware-based local servers, progressive web applications with service worker buffers, and on-device AI inference, alongside consistent evidence that edge architectures reduce latency by up to 71.3% compared with cloud-only configurations. However, no study provided a formally specified protocol for conflict resolution in LA event logs under zero connectivity. This review formally articulates five research gaps (G1-G5) and argues that the formalization of offline-first infrastructure is a foundational prerequisite for both privacy-preserving synchronization and algorithmic advancement in resource-constrained settings.

A young girl, concentrating, is drawing with a pen on paper while resting her head against a colourful panel decorated with stickers.Early-grade literacy remains one of the most persistent educatio...

A classroom scene with six children in pink uniforms sitting attentively at wooden desks. Sunlight streams through a large window, illuminating orange walls.Across the Philippines and many other mu...

This study aims to examine the relationship between principal instructional leadership behaviours and students' performance in key 21st Century Skills, as measured by the National Achievement Test (NAT). The sample was selected using a stratified random sampling method, encompassing public schools within the region. The final study group consisted of 11 principals and 327 teachers across various educational institutions, with a total of 670 teachers in the region. To assess principal instructional leadership behaviours, the Principal Instructional Management Rating Scale (PIMRS) was employed, while students' performance in problem-solving, information literacy, and critical thinking was measured using the NAT results. Data analysis was conducted using Spearman's correlation and multiple linear regression. The findings revealed that students exhibited low proficiency levels in all three 21st Century Skills, with mean scores indicating a need for further development in these areas. No significant relationship was found between most principal leadership behaviours and student performance. However, a significant positive correlation was identified between the leadership behaviour of protecting instructional time and teacher performance on the NAT. The study underscores the importance of protecting instructional time as an essential factor in enhancing teacher effectiveness, while suggesting that other leadership practices may not have a direct impact on student achievement. Based on the findings, recommendations for improving instructional leadership and prioritizing 21st Century Skills development have been made.

This chapter explores the integration of Artificial Intelligence (AI) in educational assessments, focusing on the use of AI-driven tools to evaluate teacher education students' literary materials. It examines the potential benefits of AI, including improved accuracy, efficiency, and consistency in evaluation, alongside the challenges AI faces in assessing subjective criteria like creativity, engagement, and cultural relevance. A comparative analysis of AI-driven evaluations and human assessments highlights both the strengths and limitations of AI in educational contexts. The chapter advocates for a hybrid model that combines AI's data processing capabilities with human evaluators' expertise in complex, context-dependent assessments. It also addresses the need for ongoing research and collaboration between educators and AI developers to ensure the ethical and equitable application of AI in education. This chapter contributes to the growing body of knowledge on the effective integration of AI in educational assessment practices.

The present study examines the pedagogical work of Filipino language and literature teachers and the multilingual classes in some of the State Universities and Colleges (SUCs) selected in Northern Luzon, Philippines. The research was done through an explanatory sequential mixed method design. A structured questionnaire survey was administered to 42 educators in Cagayan State University, Pangasinan State University and Isabela State University, and supplemented with qualitative interviews and focus group discussions of focus respondents. Findings revealed that translanguaging (mean = 4.64), culturally responsive teaching (mean = 4.41), and differentiated instruction (mean = 4.07) were the most employed strategies, reflecting a deviation towards student-centered and culturally responsive strategies from teacher-centered strategies. These results corresponded with qualitative results, which indicated the way educators employed local languages and culture to facilitate understanding and engagement. Systemic barriers did exist, though, such as a lack of multilingual resources (mean = 4.48), a lack of formal education (mean = 4.35), and non-adaptable institutional policies. However, the program was notable for the flexibility and innovation of teachers who exploited available local materials such as texts, pictures and student-led activities. The article concludes with a call for systemic measures that enhance multilingual pedagogy, for example, intensive teacher education, flexible policy, and culture-based resource production.

The ongoing evolution of technology in education has highlighted the need for modernized instructional methods. This study explores the development of the Go Electronic game, designed to enhance teaching and learning in digital electronics through gamification. Students often face difficulties in understanding digital electronics, a complex subject that is difficult to learn through traditional teaching methods. This gap highlights the need for teaching aids that simplify concepts and maintain student focus through interactive learning approaches. Using the Waterfall model, a systematic development methodology that progresses through sequential phases: requirements analysis, system design, implementation, integration, testing, and maintenance. This approach ensures that each stage is thoroughly completed before moving to the next, allowing for a structured and efficient development process. Go Electronic was developed to address the confusion often faced by university students in this subject area. The research focuses on the integration of new media resources to make the learning process more interactive and engaging. Data collected from interviews with educators at Universiti Pendidikan Sultan Idris (UPSI) confirmed the tool’s effectiveness, emphasizing its potential to improve student focus and engagement. The research findings indicate that the Go Electronic game, developed using this model, effectively enhances student engagement and focus on digital electronics topics. Feedback from educators highlights that the gamified approach not only captures student interest but also supports a more interactive and productive learning experience. The study suggests that expanding the game’s question bank could further improve students’ comprehension, thus advancing the integration of gamification in higher education course delivery.

Early childhood education (ECE) is a pivotal stage in human development, establishing the groundwork for lifelong learning and holistic growth. Children acquire foundational academic skills during this period while developing crucial social, emotional, and cognitive abilities. This study investigates the effectiveness of collaborative learning with parents in enhancing children's creative abilities in creating collage art using natural materials in kindergartens in Central Java. Participants included 15 kindergarten students, 10 teachers, five principals, and two parents. Data were collected through interviews, documentation, and questionnaires to capture in-depth participant experiences. The Findings indicate that using natural materials—such as leaves, seeds, and twigs—stimulates children's creativity, fine motor skills, and cognitive development. Additionally, it fosters stronger relationships among children, parents, and the school community, contributing to a holistic educational experience. This research emphasizes the significance of utilizing natural materials in early childhood collage art to foster creativity while incorporating local cultural values. The implications of this research extend to education policies, encouraging the adoption of culturally relevant teaching methods and educators seeking innovative strategies to blend creativity, sustainability, and cultural identity in early learning.