Implementing local educational content in accordance with the 2018 General Education Program plays a fundamental role in shaping the cultural identity of primary school students in Vietnam. However, traditional management methods are revealing many bottlenecks regarding cost, space, and resource shortages. This article focuses on analysing and proposing a model for local education management based on the PDCA cycle (Plan - Do - Check - Act) operating entirely within a digital school ecosystem. By integrating a learning management system (LMS), open educational resources (OER), and data analytics tools, the study establishes a synchronised theoretical framework, helping to shift management from qualitative to data-driven. This model offers a feasible approach to creating a flexible learning environment, contributing to the simultaneous development of cultural pride and digital competence among students.
Keywords: Local education management; Digital school model; PDCA cycle; Primary education; Digital transformation.

As fashion design education transitions from knowledge transmission to skill development, establishing a systematic skills-oriented teaching model has become pivotal to enhancing students' professional capabilities. Addressing practical challenges in higher vocational fashion design education, this study employs the Fuzzy Delphi Method (FDM) to construct and validate a skills-oriented teaching model. The model comprises five core components—teaching objectives, teaching strategies, teaching links, teaching resources, and evaluation and feedback—further refined into twenty key elements. Experts were invited to rate the importance and feasibility of each component and element. Fuzzy computation was employed to determine weights and consensus levels. Results demonstrated high expert consensus (SB ≤ 0.20) across all components, with fuzzy scores exceeding 0.80. This confirms the model's sound structure and high practical applicability.
Keywords: Skill-oriented; Fuzzy Delphi Method; Teaching model; Professional skills development

Teaching and learning have never been settled affairs, but the last decade has forced the conversation about how and where they happen into territory that is genuinely new. Institutions that once built their identities around campuses, timetables, and face-to-face instruction now operate in a world where digital delivery is not an experiment but an expectation. This paper examines what that shift means in practice, focusing on two questions that sit at the centre of most institutional planning discussions. The first is about who gets served: how online and face-to-face learning differ in their capacity to accommodate diverse learners and remove the barriers that keep people out of higher education. The second is about money: what it actually costs to run each modality, how those costs behave as student numbers grow, and which approach produces stronger financial returns when real resources are committed over time. The paper works entirely from secondary sources, drawing on peer-reviewed studies, institutional research, and policy analysis published between 2018 and 2025. What emerges from that evidence is a picture that rewards neither enthusiasm for online learning nor nostalgia for the classroom. Online delivery offers genuine and substantial advantages in flexibility and long-run cost efficiency, but only when the investment in quality is serious and the digital conditions available to students are adequate. Face-to-face instruction holds its ground in contexts that require embodied presence, where cohort sizes are too small to justify the upfront costs of premium online development, or where the learner population lacks reliable connectivity. The Contextual Innovation Performance Model (CIPM), advanced by the author, runs through the analysis as an organising framework, insisting throughout that what works depends on where, for whom, and with what resources it is attempted.
Keywords: Online Learning, Face-to-Face Instruction, Learner Flexibility, Educational Access, Cost Efficiency, Scalability, Blended Learning, Higher Education Economics, Contextual Innovation Performance Model (CIPM)

The authers of this study present the results of théier experiments conducted to assess the influence of Titonia diversifolia and bat guano on black nighstshade (solanum nigrum) with the aim of increasing its productivity. Theexperiment was arranged in a randomized complete block design consisting of four treatments replicated five times. Eqch experimental plot measured 25mx1.5m. The replicates were separated by regular intervals of 50cm white the transplanting spacing was 60cmX20cm.
The results obtained showed that the application of bat guano significantly influenced several growth and yield parameters. Thehighest mean yield, expressed in tons per hectare, were recorded with in plots treated with the combinaison of Titonia diversifolia and bat guano (5.6±0.65t /ha) followed by plots treated with bat guano alone (0.45t/ha). The control treatment(to) produced the lowest yield, with an average of 2.9±0.8t/ha.
Keywords: Black nightshade (solanum nigrum) yield improvement, Titonia diversifolia bat guano, organic fertilizer crop productivity, soif fertility sustainable agriculture, vegetableproduction, plant growth.

Mental health has always been critical to human well-being, yet access to timely and effective support has remained limited in traditional systems. With the emergence of Artificial Intelligence (AI), mental health support has become more accessible, personalized, and proactive. This paper explores the transformation of mental health care by comparing traditional approaches with modern AI-driven systems, highlighting benefits, challenges, and future directions.

This paper highlights the United States predisposition to engage in coercive diplomacy against its adversaries. As a menacing form of diplomacy coercive diplomacy has been utilized extensively and frequently throughout history as an aggressive foreign policy tool by political elites to achieve political and strategic objectives. Does the use of coercive diplomacy exercised by the United States using its elevated speech, and aggressive policies as tools of state craft help achieve its foreign policy objective and open war? Does its massive military and economic arsenal produce compellence of its challengers? In addition to economic sanctions, military build-up, or military exercises, applying violence as a diplomatic instrument may diminish the chances of military escalation and bring the players to the negotiating table. What has baffled policy-makers and political theorists is under what political conditions can this belligerent diplomacy be applied in international relations today as a feasible tool in the state‘s foreign policy arsenal? Using qualitative methodology, this study addresses explicitly under what conditions state aggression can be successfully adopted and what specific tools are used, misused or over-used could result in its failure and make open warfare more likely. Our understanding of diplomatic coercion is central to developing and applying an effective strategy would be increased noticeably if only policy makers would make a greater efforts to do four things, specifically (1) provide political leaders with a clear operational definitions of key diplomatic coercion concepts and variables, (2) analyze how policy makers view intelligence and the situation at hand, (3) evaluate the functionality of coercive diplomacy as an effective aggressive diplomatic tool for achieving the state‘s primary objective while discouraging or avoiding war and future aggression, and (4) prompt decision-makers to weigh the potential risks when excessively using coercion in their policy calculations. These uncomplicated steps would enhance the degree of successful decision making, provide the fundamental theoretical propositions with a solid empirical basis and make diplomatic coercion policies more useful for foreign and military policy makers.
Keywords: Coercive diplomacy; state terrorism; contentious politics, menacing behavior

This qualitative study examined the influence of rubric-based assessment on EFL students' motivation. The participant group comprised twelve teacher-trainees from Sakhnin College, many of whom are currently active within the school system. This dual identity—as both learners and educators—offered a unique, multidimensional perspective on assessment practices.
The central research question guiding this study was: How does rubric-based assessment influence student motivation? To investigate this, data were collected through semi-structured interviews and analyzed using thematic analysis.
The analysis revealed several critical themes regarding the integration of rubrics in an EFL context:
 Rubrics as a Roadmap: For most participants, rubrics served as essential navigational tools, transforming initial confusion into clarity.
 The Fairness Factor: The structured nature of rubrics fostered a perception of grading equity, which in turn increased student receptiveness to feedback and sustained academic motivation.
 Barriers to Readiness: A subset of participants struggled with the complexity and linguistic formulation of the standards, highlighting disparities in academic literacy and readiness.
 The Constraint Dilemma: Conversely, some participants reported that overly rigid rubrics felt stifling, potentially limiting creative expression and rendering the learning process mechanical.
The findings suggest that while rubrics can significantly enhance student motivation, their effectiveness is contingent upon several factors: clear design, seamless integration into the curriculum, accessible language, and the instructor’s pedagogical approach.
The study offers practical implications for educators and teacher-training programs, emphasizing that for rubrics to effectively support learner achievement in EFL contexts, they must be balanced with flexibility and clear instruction to accommodate varying levels of academic literacy.

Poor metacognitive awareness is a problem in education. I examined students’ viewpoints on reflecting; and understanding and learning aspects of metacognition. I utilized descriptive qualitative design involving 15 learners in focus group discussions; and analyzed the data using thematic analysis. The modified metacognitive construct highlights the mutual influences of reflection and understanding and learning. I ascertained that decision-making emerges as a crucial element that enables learners to effectively shift from one side to the other. I suggested that teachers may embed decision-making in pedagogical activities to enhance reflection and understanding and learning. Researchers may examine decision-making as a mediator and develop tools for the aspects subjected in the study and utilize emerging sub-themes as indicators.
Keywords: Reflection meets understanding and learning, qualitative descriptive inquiry, role of decision making, student metacognitive processes

Generative artificial intelligence is rapidly transforming the educational landscape and creating new possibilities for addressing longstanding inequalities in educational resource distribution. This paper examines the potential of an AI film-narrative engine, which automatically transforms textual knowledge into cinematic and narrative-driven video content, as a mechanism for reforming knowledge delivery in K–12 education. Drawing on literature related to artificial intelligence in education, immersive learning, multimedia learning, and teacher role transformation, this study argues that AI-based cinematic knowledge presentation can enhance educational equity, improve learning engagement, and redefine teachers’ roles from knowledge transmitters to emotional supporters, value guides, and learning planners (Sun et al., 2025; Yang & Wang, 2023). Using a normative theoretical and policy analysis approach, the paper identifies three major transformation pathways: from abstract instruction to immersive experience, from standardized production to personalized learning, and from teacher-centered authority to growth-oriented partnership. The findings suggest that the proposed model is highly feasible in terms of technology, infrastructure, and social demand, while also requiring careful governance to address content accuracy, digital inequality, and teacher adaptation (Bulathwela et al., 2024). The paper concludes that AI film-narrative systems may become an important infrastructure for future education, enabling more equitable, efficient, and human-centered knowledge delivery.
Keywords: artificial intelligence; immersive learning; educational equity; AI-generated video; teacher role transformation; knowledge delivery

With the rapid development of generative artificial intelligence, AI-generated video, animation, and audio are increasingly transforming the production and dissemination of cultural content. As a new attempt in the communication of red culture, AI-generated red-themed animated dramas demonstrate certain potential in improving production efficiency, reducing costs, and adapting to short-video platforms. However, their actual communication effect and user acceptance remain to be further examined. Focusing on college students, this study adopts a qualitative research design based on semi-structured interviews and thematic analysis to explore their cognition, emotional experience, aesthetic evaluation, and sharing intentions after watching AI-generated red dramas. The findings show that college students display a pattern of conditional acceptance. While they recognize the innovation, convenience, and communicative potential of this form, they are generally dissatisfied with its current performance in terms of narrative depth, emotional resonance, character expression, voice acting, historical authenticity, and visual quality. Participants showed a clear preference for micro-narratives centered on ordinary individuals and concrete life details, and emphasized that technological innovation in red cultural communication must remain grounded in historical seriousness and value accuracy. The study further argues that AI itself cannot constitute the core competitiveness of red dramas. A more sustainable path lies in a collaborative model of ―AI-assisted generation plus human refinement.‖ By examining AI red dramas from the perspective of youth audiences, this study enriches research on AIGC cultural communication and provides practical reference for the optimization and future application of AI-empowered red cultural dissemination.
Keywords: AI-generated content, red-themed animated dramas, college students’ reception, cultural communication, human-AI collaboration

This thesis examines the impact of the Millennium Challenge Corporation (MCC) on Foreign Direct Investment (FDI) inflows into Malawi. The MCC is a United States government development agency established in 2004 to assist developing countries in reducing poverty through sustainable economic growth. Malawi has been a beneficiary of two MCC compacts: a USD 350.7 million Energy Compact signed in 2011, and a USD 350 million Transport and Land Compact signed in 2022. Both compacts targeted structural barriers to investment, including energy deficits, infrastructure inadequacies, and governance challenges.
The study employs a mixed-methods approach, combining qualitative data from key informant interviews, focus group discussions, and direct observation with quantitative analysis of FDI trend data drawn from the World Bank, IMF, UNCTAD, and the Reserve Bank of Malawi. The analytical framework applies OECD-DAC evaluation criteria alongside SWOT and PESTEL analyses to assess the compact's relevance, effectiveness, efficiency, and impact on Malawi's investment climate.
The findings reveal a paradox: despite meaningful achievements in energy sector reform, infrastructure development, and institutional strengthening, FDI inflows into Malawi declined over the MCC implementation period. The study attributes this outcome to a convergence of factors that overwhelmed the compact's positive contributions, including recurring political instability, extreme weather events, macroeconomic fragility, COVID-19, geopolitical shocks, and Malawi's weak position in bilateral investment diplomacy.
The thesis concludes that the MCC Compacts targeted the right structural constraints, and the reforms achieved in the energy sector in particular represent genuine and lasting progress. However, their impact on FDI was undermined by external shocks and systemic vulnerabilities that fell outside the programme's scope. The study recommends a coordinated policy response addressing political resilience, human capital development, regional economic integration, infrastructure investment, and Malawi's expanding international investment treaty network.
Keywords: Foreign Direct Investment, Millennium Challenge Corporation, Malawi, energy sector reform, investment climate, sub-Saharan Africa, OECD-DAC evaluation

The growing use of generative artificial intelligence (AI) is transforming educational practices and creating new opportunities for innovation in English language teaching (ELT). While previous research has primarily focused on AI literacy and technological readiness, less attention has been paid to how pre-service teachers perceive AI’s contribution to instructional planning, creativity, efficiency, and student engagement. This study aimed to explore pre-service English teachers’ perspectives on the use of AI in ELT. A qualitative case study design was employed. Data were collected through open-ended questionnaires completed by 48 senior pre-service English teachers enrolled in an English Language Teaching program at a foundation university in Istanbul, Türkiye. The data were analyzed using Braun and Clarke’s (2006) thematic analysis framework. The findings revealed five major themes. Participants perceived AI as a valuable tool for lesson planning, material development, and instructional support. They reported that AI enhanced creativity by facilitating idea generation and the development of innovative teaching activities. AI was also viewed as improving efficiency through reducing workload, saving time, and increasing productivity. Furthermore, participants believed that AI-supported activities could enhance student motivation, participation, and classroom interaction. Despite these benefits, concerns were expressed regarding overreliance on AI, reduced originality, inaccurate outputs, and the contextual limitations of AI-generated content. Overall, the findings suggest that AI can serve as a useful pedagogical resource that supports teaching effectiveness and learner engagement when used critically and purposefully. The study contributes to the growing literature on AI-supported language teaching and offers implications for teacher education programs preparing future language teachers for technology-enhanced classrooms.
Keywords: artificial intelligence, generative AI, English language teaching, pre-service teachers, lesson planning, student engagement, creativity, teacher education

The purpose of this study is to determine whether there is a significant difference between the language learning strategies used by prospective teachers who have just started at the Faculty of Education. The study was conducted with 417 first-year students studying in the Classroom, Mathematics, English, Preschool, Science, Computer and Turkish Language Teaching departments of the Faculty of Education at Burdur Mehmet Akif Ersoy University in the 2017-2018 academic year. The study sample was created on the basis of easy accessibility and volunteering. The descriptive survey method, a quantitative research design, was used in the study, and data were obtained by using the " Strategy Inventory of Language Learning" (SILL). The inventory consists of 50 items including direct (memory, cognitive, compensation) and indirect (metacognitive, affective, social) strategies. The data obtained in the study were analyzed using parametric tests, independent (unrelated) samples t-test and one-way analysis of variance (ANOVA), as they showed normal distribution and their variances were homogeneous. The study data were compared according to the students' university departments. As a result of these comparisons, it was determined that first-year English language teaching students preferred language learning strategies more than those in other departments. It was found that those studying in the classroom teaching department used these strategies more than those studying in the Science teaching department, and there was no significant difference at the 0.05 level between the scores of those studying in other departments.
Keywords: Language learning strategies, foreign language learning, strategy inventory for language learning

This study investigates the current level of student club leaders' leadership at Guangxi Transportation Vocational and Technical College (GTVTC) and formulates corresponding development guidelines. In alignment with China's emphasis on cultivating students' comprehensive competencies in vocational education, the research addresses the need for systematic leadership development within student organizations. The study employs a mixed-methods approach, combining a questionnaire survey of 282 college students selected through simple random sampling from a population of 1,125 student club members, with structured interviews of 7 key informants from the college and related fields. The findings reveal that student club leaders' leadership across five core dimensions—Adaptability Leadership, Leadership Communication, Team Building Leadership, Motivation Leadership, and Strategic Thinking—shows variations, with Leadership Communication and Team Building Leadership identified as relatively lower dimensions. Based on the diagnostic results, this research proposes a set of structured, actionable development guidelines designed to bridge the gap between leadership cultivation practices and institutional implementation, aiming to systematically enhance student club leaders' competence, promote standardized development of student clubs, and improve the quality of vocational student talent cultivation. The research results can provide reference for the college to carry out targeted leadership training and offer practical enlightenment for similar institutions.
Keywords: student club leadership, leadership development guidelines, vocational education, Guangxi Transport Vocational and Technical College, student affairs management.