Scientific Publishing Institute (SPI): E-Journals
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Synergizing financial literacy and digital finance: A catalyst for financial inclusion among rural women in Kenya
Full text linkThis study investigates the synergistic effect of financial literacy and digital finance on the formal financial inclusion of rural women. While financial inclusion is recognized as a key driver of economic empowerment, many rural women in Kenya remain excluded from the formal financial sector. The proliferation of digital financial services presents a significant opportunity, but its full potential may be unrealized without a corresponding increase in financial knowledge. This research posits that the combination of financial literacy and access to digital financial tools creates a powerful catalyst, enabling rural women to not only access but also effectively utilize a wider range of formal financial products, such as savings accounts, credit, and insurance. Using a descriptive cross-sectional design, Partial Least Squares Structural Equation Modelling (PLS-SEM) and Chi-Square, we analyze data from a sample of 1000 rural women. The findings demonstrate that the interaction between financial literacy and digital finance has a stronger positive effect on formal financial inclusion than either factor in isolation. This research provides critical insights for policymakers and development organizations, highlighting the importance of integrated interventions that combine financial education with the promotion of digital financial services to genuinely empower rural women and bridge the financial inclusion gap
The nature and challenges of river policing: A study on Tangail region river police unit
Full text linkThis study examines the challenges faced by the Tangail River Police Unit in deterring river-based crimes such as illegal fishing, digging of sand, and smuggling in terms of understanding counterstrategies that will enhance the efficiency of law enforcement. A systematic quantitative study of 57 officers of mixed ranks was conducted, and Conflict Theory, Routine Activity Theory, and Resource Dependency Theory are utilized to structure the study to learn the socio-economic and structural determinants of such crimes. The report pinpoints severe challenges, including shortages of resources, inadequate training, and inadequate inter-agency coordination, that constrain the capacity of effective policing. The officers barely have necessary equipment and skills in crime detection and prevention, which impacts directly on the efficiency of law enforcement. Shortages of resources must be remedied, with more surveillance technology, training initiatives, and agency coordination to improve river security. The study identifies the paramount importance of investing in river policing facilities, urging policymakers to place top priority on resource allocation, training, and inter-agency coordination as a means of gaining more effective crime prevention and safe waterways for Bangladesh
AI adoption in schools global trends, benefits, and challenges
Full text linkArtificial Intelligence (AI) is rapidly transforming education globally, presenting both unprecedented opportunities and complex challenges. This academic paper synthesises contemporary research and recent developments to provide a comprehensive overview of AI adoption in schools, spanning from primary to higher education. It meticulously examines the global trends driving AI integration, elucidates its multifaceted benefits, and critically analyses the significant challenges and ethical considerations that accompany its implementation. Furthermore, this paper examines contrasting national approaches, specifically comparing Ireland's cautious, deliberative stance with Estonia's proactive, systemic "AI Leap" strategy. Through this comparative analysis, the paper aims to illustrate the diverse pathways nations are taking in integrating AI into their educational systems, offering insights into effective strategies and potential pitfalls for policymakers, educators, and technology developers worldwide
Universal character education to support inclusion for students with emotional and behavioural challenges
Full text linkOne of the most popular approaches to supporting the emotional and behavioral needs of students with disabilities in inclusive general education classrooms is the implementation of Tier-one practices (e.g., behavior-specific praise, opportunities to respond) within a Positive Behavior Interventions and Supports (PBIS) framework. Although research has shown the promise of PBIS in supporting the needs of students with emotional and behavioral disorders (EBD), there is also recognition of the need for more intensive supports beyond PBIS practices to best address these students’ many challenges in finding success in school. One option is to combine a PBIS approach with social-emotional learning (SEL) to deliver a more intense level of support. The current article describes such a program – the Positivity Project (P2) and outlines the ways in which it may be able to support the needs of students with EBD
Victimization of indigenous women workers in informal sectors: A study in Tangail District, Bangladesh
Full text linkThis study explores the victimization of indigenous women workers across various employment sectors. Using a descriptive survey design, data were collected from a randomly selected sample of 60 indigenous women workers from two upazilas in Tangail District. A structured questionnaire, titled- “Victimization of Indigenous Women Workers in Informal Sectors: A Study in Tangail District, Bangladesh” was utilized alongside interviews to gather in-depth insights into their experiences. Data analysis was conducted using multiple cross-tabulations and chi-square statistics. The findings revealed a significant relationship between age and types of victimization (physical, psychological, sexual, and economic) as well as between offender type and the nature of victimization in the workplace. Furthermore, the study identified a statistically significant association between occupation and physical victimization (χ² = 12.539, df = 5, p < 0.05) and between monthly income and working hours (χ² = 10.945, df = 8, p < 0.05). Based on these findings, the study recommends several interventions to mitigate the victimization of indigenous women workers, including ensuring workplace safety, challenging patriarchal attitudes, reducing power imbalances, strengthening labor laws, implementing gender sensitivity training, and establishing comprehensive workplace policies. These measures can contribute to a safer, more equitable, and inclusive work environment for indigenous women
The impact of game reward mechanisms on enhancing elementary school students' English vocabulary acquisition based on the ARCS motivation model
Full text linkAs globalization progresses, the need for proficiency in a common language grows, placing emphasis on effective language learning. Vocabulary retention, as a core aspect for students’ language learning, remains challenging for non-native learners. To achieve this, many educational institutions incorporate digital technologies that support long-term memory retention. Game-based learning, especially when integrated with reward mechanisms, has been shown to enhance students’ motivation by providing goal-oriented incentives. This study developed the "Max Vocab Fun" app, an English vocabulary learning tool for third-grade elementary students, incorporating game-based rewards. A one group, pre-test and post-test quasi-experimental design examined the app's impact on students' vocabulary acquisition and motivation. The ARCS Model Learning Motivation Scale used to measure the motivational impact of the app's reward mechanisms. Findings show significant improvement in vocabulary retention, with the gamified approach notably benefiting lower-achieving students. Overall, the app effectively increased motivation and contributed to a more positive learning environment, demonstrating the potential of integrating game-based rewards into language learning to improve outcomes for diverse student groups
Mobile money services and the growth of the Jua Kali enterprises in Makueni county
Full text linkThis study investigated the influence of mobile money transfer on the growth of Jua Kali enterprises in Makueni County, Kenya. Mobile money platforms such as M-Pesa have become integral to informal sector businesses, enabling faster, safer, and more convenient financial transactions while expanding access to credit and savings. Using a correlational research design, primary data were collected from a stratified sample of 342 Jua Kali entrepreneurs, with 266 valid responses analyzed through descriptive statistics and multiple regression. Results show that 76.7% of respondents received more than half of their business revenue via mobile money, with a mean perceived sales improvement score of 3.93 on a five-point scale. Regression analysis revealed a significant positive relationship between mobile money usage and enterprise growth (B = 0.470, p < 0.001), confirming that greater integration of mobile money into business operations enhances revenue performance. The findings highlight mobile money as a key driver of financial inclusion and growth within Kenya’s informal sector, aligning with the Technology Acceptance Model and Financial Inclusion Theory. The study recommends expanding digital infrastructure, reducing transaction costs, and providing targeted training to help entrepreneurs maximize mobile money benefits. These insights contribute to policy and practice aimed at strengthening the resilience and competitiveness of Jua Kali enterprises
The use of digital tools in teaching general mathematics among senior high students
Full text linkThis quasi-experimental study sought to find out the difference on the level of academic performance of students who used online learning modules in General Mathematics for the second quarter during school year 2021-2022 with self-learning modules provided by DepEd. This study used a control group with 30 randomly selected students and experimental group with another 30 students that were purposively selected. The online learning modules utilized digital and online tools such as Kahoot, Seesaw, personalized tutorial videos uploaded in YouTube, Quizziz applications, which were used to improve online assessments, as well as PowerPoint presentations used as supplement materials. Quantitative data were collected through post-tests, which were analyzed in concordance with the qualitative data from the focus group discussion. The findings found that the students' academic performance in General Mathematics in the experimental group was satisfactory while the control group did not meet expectations. Furthermore, there is also a huge disparity in the academic performance between those who chose modular distance learning and those students who opted online distance learning. It can be concluded that the use of digital tools in teaching General Mathematics is effective. Hence, the use of online learning modules in teaching General Mathematics is recommended as it promotes better student learning
Revisiting reading and writing pedagogies in the ERA of blended learning: A conceptual BRWIM model for EFL contexts
Full text linkThis article develops the Blended Reading-Writing Integration Model (BRWIM), a comprehensive conceptual framework for enhancing literacy instruction in English-as-a-Foreign-Language (EFL) higher education under blended learning conditions. Reading and writing are often taught as separate skills, and in many low-income and middle-income contexts blended learning policies have focused more on technology adoption than on pedagogy. To address this fragmentation, BRWIM integrates reading and writing as mutually reinforcing literacies and stages them systematically across face-to-face, synchronous online, and asynchronous environments. The model is grounded in established theories of reading (schema, interactive, cognitive) and writing (process-oriented, feedback-focused), and is informed by digital pedagogy frameworks including the Community of Inquiry, TPACK, ICAP, Cognitive Load Theory, and multimedia learning principles. These perspectives are translated into reusable design patterns, rubric-aligned assessments, and orchestration strategies that make BRWIM both evidence-informed and practically implementable. To demonstrate contextual applicability, the paper incorporates authentic indicators from UNESCO, OECD, and national policy reports, alongside illustrative datasets and simplified modelling approaches. These show how instructional design variables, such as pre-class activation, interactive discussions, timely feedback, revision cycles, and cognitive load management, which may influence composite literacy outcomes. The unique contribution of BRWIM lies in consolidating fragmented research into a coherent and operational blueprint. By combining theoretical synthesis, policy alignment, and practice-oriented design tools, the model provides curriculum designers, educators, and institutional leaders with a roadmap for advancing reading-writing development in blended EFL contexts
Socio-psychological factors, tax complexity, and turnover tax compliance: Evidence from SMEs in Kamukunji sub-county, Nairobi, Kenya
Full text linkTaxation plays a pivotal role in sustainable development, and Kenya’s turnover tax (TOT) system was established to expand the tax base by targeting small and medium enterprises (SMEs). Despite this initiative, compliance levels remain below expectations. This study examined the influence of socio-psychological factors—tax awareness, tax morale, taxpayer egoism, and national pride—on turnover tax compliance among SMEs in Kamukunji Sub-County, Nairobi, with tax complexity as a moderating variable. An explanatory research design was adopted, targeting 3,217 registered SMEs. A stratified random sample of 356 enterprises was selected, and data were collected through structured questionnaires. Out of these, 271 valid responses were analyzed using descriptive statistics, correlation, and hierarchical multiple regression to test both direct and moderating effects. The results revealed that tax awareness, tax morale, and national pride had positive and significant effects on turnover tax compliance, while taxpayer egoism had a negative effect. Tax complexity significantly moderated these relationships by weakening the positive effects and amplifying the negative one. The model explained 53.8% of the variance in compliance (R² = 0.538), underscoring the importance of both intrinsic and contextual factors in influencing taxpayer behavior. The study concludes that compliance is not solely driven by enforcement but also by taxpayers’ moral orientation, civic responsibility, and perceptions of fairness. It recommends simplifying tax procedures, enhancing transparency, and integrating national pride into tax education programs to strengthen voluntary compliance and promote sustainable revenue mobilization