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SHARING THE APPEAL OF JAPANESE CULTURE WORLDWIDE: A DIGITAL INTERCULTURAL COMMUNICATION PROJECT USING PADLET
Get PDFResearch Objectives
This project explores how digital tools can foster intercultural understanding by enabling Japanese university students to share aspects of their culture with peers abroad. Through content creation and international exchange on Padlet, students not only enhance their communication skills but also gain a renewed appreciation for their cultural heritage.
Methodology
The project unfolds in three stages:
Topic Selection: Students choose themes within Japanese pop culture, such as anime, manga, J-POP, or video games, based on personal interest and familiarity.
Research and Framing: Students research the historical and cultural context of their chosen topics, focusing on how to present them in a way that is engaging and accessible to an international audience. Particular attention is paid to cultural nuances and sensitivities.
Content Creation and Exchange: Students create bilingual (Japanese-English) presentations using PowerPoint and other visual media, which are shared via Padlet. Partner universities in the U.S. and Australia support distribution. Overseas students respond through comments and likes, enabling interactive dialogue. After the exchange, participants reflect on their experiences through open-ended questionnaires.
Findings
Student feedback highlighted several key outcomes:
One student reported seeing familiar cultural elements in a new light by considering how they might be perceived internationally. Another described a sense of pride and motivation after receiving feedback on the global appeal of kawaii culture. A third student gained more profound respect for the creativity of Japanese content creators during research on anime.
Others emphasised the power of visuals to bridge language gaps and support effective communication in English.
Research Outcomes
The project enhanced students’ intercultural awareness, empathy, and digital communication skills and encouraged a more personal engagement with their own cultural identity. For international learners, the student-created content offered a fresh and relatable perspective on Japanese culture, enriching Japanese language education abroad beyond the confines of standard curricula.
Future Scope
This initiative demonstrates the potential of digital platforms in intercultural education. Future directions include expanding institutional partnerships, experimenting with new media tools, and incorporating real-time interactions to further deepen cross-cultural engagement
THE MERGER OF TOP UNIVERSITY – EXPLORING THE OPERATIONAL EFFICIENCY OF NYCU IN TAIWAN FROM A FINANCIAL PERSPECTIVE
Get PDFThis study utilized DEA to empirically evaluate the operational efficiency of Taiwan's TOPU NYCU from a self-financing perspective between 2012 and 2023. The results demonstrated that although the merged NYCU maintained increasing returns to scale (IRS) in research, his teaching turned to more severe decreasing returns to scale (DRS) beginning from the second year post-merger. This shift, coupled with a simultaneous surge in four input factors—particularly administrative and general expenses—drove NYCU's overall operations into increasingly severe scale inefficiency. The findings confirmed that the merger-induced diversity of fields, disciplines, and missions, along with the multi-campus structure, resulted in disEOSCA and disEOSCOeconomies of scale and scope. Additionally, the study identified NYCU's strong resilience against declining birthrate impacts, while noting that Taiwan's current public university tuition system undermined institutional financial stability and efficiency.
 
THE MIDDLE-CLASS CULTIVATE THEIR CHILDREN'S LEARNING THROUGH A BOURDIEU’S CAPITAL THEORY LENS
Get PDFThe impact of parental class systems influences children’s roles and responses in school. Social class, encompassing education, occupation, income, or work, equips parents with unequal resources and opportunities for educational engagement. Parents from higher socioeconomic backgrounds are often able to provide their children with more educational resources. Middle class families occupy a unique position in the spectrum of social class. They often have access to more resources than lower-income families but might not possess the extensive privileges of upper-class families. Middle class parents tend to engage actively in their children’s education, leveraging their resources and knowledge to foster academic success. Parental involvement—or the lack thereof—in education can significantly affect children’s school performance. These disparities undoubtedly play a crucial role in shaping children’s outcomes. As an English teacher and having observed the middle class nurturing numerous learning resources for their children, the research was initiated. The study aims to explore the actual circumstances of how middle class families cultivate learning for their children through the lens of Bourdieu’s capital theory. This theoretical framework, which includes economic, cultural, and social capital, provides a comprehensive approach to understanding the multifaceted ways middle class parents support their children’s education. Based on the research purpose, the ethnographic approach in qualitative research was adopted. Long-term participant observation, informal interviews, and teaching diaries were conducted as research methods. Findings organized that the middle class families strategically combined and adapted their economic, cultural, and social capital to provide a supportive educational environment for their children. The middle class understands the inherent limitations of their cultural capital and skillfully enhances it by accessing external resources. This highlights their nuanced and deliberate approach to using the assets they have. The implications suggest an increased awareness of how the middle class function and strategically leverage their economic, cultural, and social capital to provides assistance and resources to help their children succeed in education
JUNIOR HIGH SCHOOL TEACHER CHALLENGES, PRACTICE AND STRATEGIES ON IMPLEMENTING DIFFERENTIATED INSTRUCTION IN EFL CLASSROOM: Received: 23rd July 2024, Revised: 21st May 2025, Accepted: 1st July 2025, Date of Publication: 11th November 2025
No full textIndonesia through the Ministry of Education, Culture, Research and Technology has launched a new curriculum called Emancipated Curriculum as an answer to the learning loss that occurred during the Covid-19 pandemic. The Emancipated Curriculum demands that teachers should be responsive to student needs and student diversity by implementing Differentiated Instructions, but in its implementation, many teachers still face challenges in the implementations. This study aims to find out the teacher challenges, practices, and strategies in implementing differentiated Instruction in EFL Classroom in Pangandaran Regency, Indonesia. This study used a qualitative research method by using observation and interviews to collect data. A total of 10 EFL Junior High School teachers were observed and then interviewed to get more comprehends data. The results show that teachers still face challenges in implementing differentiated instruction, The first is due to lack of knowledge about differentiated instruction, the second is due to the lack of supporting infrastructure and inappropriate environment that didn’t support the implementation, and the third is due to the very large time allocation in preparing and implementing differentiated instruction. In its implementation, differentiated instruction has a huge impact in accommodating students' needs so that students can reach their maximum potential. In addition, the teaching and learning process becomes very meaningful because the learning process become students centred. Various strategies are carried out by teachers, including increasing their knowledge about differentiated instruction from various sources, various online and offline training, various good practices through learning communities, and maximizing local wisdom in differentiated learning
BRIDGING BIOLOGY AND TECHNICAL-VOCATIONAL SKILLS: TRANSFORMING SENIOR HIGH SCHOOL EDUCATION THROUGH CAREER-FOCUSED TEACHING
Get PDFThe ongoing job mismatch among senior high school graduates in the Philippines, despite the implementation of the K-12 curriculum in 2012, emphasizes the need for more innovative instructional approaches. This study examines the effect of the Career-Focused Teaching Approach (CFTA) on enhancing Biology-Technical-Vocational-Fused Skills (BTVFS), which integrate cognitive, technical, and interpersonal competencies essential for the 21st-century workforce. A quasi-experimental pretest-posttest design was used, involving two Grade 11 classes (n = 35 each)—one exposed to CFTA and the other receiving conventional instruction. Quantitative analysis of BTVFS scores, measured through a researcher-made questionnaire, revealed statistically significant improvements in all skill subcomponents, t(68) = 3.670, p < 0.036, favoring the CFTA group. Additionally, qualitative data from student reflective journals aligned with the quantitative findings, showcasing enhanced metacognition, communication, problem-solving, and collaboration skills. These competencies are critical for equipping students with workforce-ready skills and reducing the risk of job mismatch. The study’s findings underscore the transformative potential of CFTA in bridging technical-vocational and core subject skills, advocating for its inclusion in senior high school curricula. By incorporating CFTA, schools can foster a learning environment that cultivates both academic and technical proficiencies in students, thereby enhancing their employability and future career success. Moreover, integrating CFTA into the senior high school framework offers a practical solution to align better the skills of K-12 graduates with labor market demands. The results strongly recommend adopting CFTA as a standard instructional approach to prepare senior high school students for the complexities of the modern workforce and address persistent employment challenges in the Philippines
VALUE FOR MONEY IN E-LEARNING OUTCOMES
Get PDFThe purpose of this study was to examine how the "Value for Money" (VfM) principle, a crucial element of international quality standards in higher education, is applied to educational outcomes. In order to promote positive transformation among academic staff and students, it focuses on assessing the balance between financial expenditure and the efficacy of resource utilization. Three Palestinian universities participated in the study, which used qualitative information gathered from interviews. A purposive sample of six employees from e-learning centers was included in the study population, which included 13 members from e-learning administration departments. With an emphasis on the fourth standard, "Value for Money," which was modified for the context of e-learning in Palestinian universities, the interview protocol was created using international quality assurance standards in higher education. The results showed that there are major obstacles to raising the caliber of educational outputs in order to keep up with the quick development of educational products around the world. Limited funding for infrastructure development and maintenance, attempts to improve network performance in the face of ongoing budget deficits, and wage cuts in certain institutions to support e-learning programs were among the main problems. Based on financial limitations, universities grant network access with regard to data security. Many institutions rely on free and open-source software because of their limited funding. To improve self-sustainability, the study suggests investing in university facilities and looking into alternate funding sources. In order to reduce the risks associated with unanticipated events, it also promotes fortifying the infrastructure for online education and establishing alliances with insurance providers
THE MERGER OF TOP UNIVERSITY- EXPLORING THE OPERATIONAL EFFICIENCY OF TAIWAN’S NYCU FROM A FINANCIAL PERSPECTIVE: Received: 28th November 2025, Revised: 03rd December 2025, Accepted: 05th December 2025, Date of Publication: 12th December 2025
No full textThis study utilized data envelopment analysis (DEA) to empirically evaluate the operational efficiency of Taiwan's top university NYCU from a self-financing perspective between 2012 and 2023. The results demonstrated that although the merged NYCU maintained increasing returns to scale (IRS) in research output, his teaching output transitioned to more severe decreasing returns to scale (DRS) beginning from the second year post-merger (2022). This shift, coupled with a simultaneous surge in four input factors—particularly administrative and general affairsexpenses—drove NYCU's overall operations into increasingly severe scale inefficiency. The findings confirmed that the merger-induced diversity of fields, disciplines, and missions, along with the multi-campus structure, resulted in diseconomies of scale and scope. Additionally, the study identified NYCU's strong resilience against declining birthrate impacts, while noting that Taiwan's current public university tuition system undermined institutional financial stability and efficiency
BETTER SELF-FINANCING EFFICIENCIES OF TOP UNIVERSITIES? THE CASE OF NTU IN TAIWAN: Received: 28th November 2025, Revised: 02nd December 2025, Accepted: 05th December 2025, Date of Publication: 12th December 2025
No full textUtilizing Data Envelopment Analysis (DEA) in conjunction with financial data analysis, this study assessed the self-financing efficiencies of the top university National Taiwan University (NTU) from 2012 to 2023. The results underscored the infeasibility of the current financial autonomy model for public universities in Taiwan, amidst the simultaneous and rapid exacerbation of the declining birth rate and the widening social wealth disparity. Furthermore, the findings signaled a precarious threat to the financial stability and long-term sustainability of public universities in Taiwan under the existing system. This suggested an urgent need for policy reforms to ensure the financial sustainability of universities and enable them to fulfill their social responsibilities.
 
LANGUAGE BARRIERS AND ASSESSMENT VALIDITY IN MOROCCAN SCIENCE CLASSROOMS: EVIDENCE FROM DIAGNOSTIC TESTING
Get PDFWhile Arabic is still the primary language of instruction and comprehension in Moroccan public schools, teachers frequently use French to evaluate their students. This study investigates the effects of language barriers on students' performance and the reliability of science tests. A sample of secondary students was given a diagnostic test in two different formats: (1) a bilingual version with Arabic translations of important terms and instructions, and (2) a French-only version. Examining the relationship between linguistic accessibility and test comprehension, response accuracy, and overall achievement scores was the goal. According to preliminary findings, students perform better when given Arabic translations, which raises the possibility that linguistic considerations rather than subject-matter expertise could account for some of the low achievement in science courses. Correlations between test versions, item difficulty, and student language background will be further investigated through data analysis. By emphasizing the significance of language-inclusive testing policies in Morocco and comparable educational systems, this study seeks to inform fair assessment practices in multilingual contexts. By emphasizing the significance of language-inclusive testing policies in Morocco and comparable educational systems, this study seeks to inform fair assessment practices in multilingual contexts
CONSTRUCTING THE AFFORDABILITY INDEX OF ICTS AND INTERNET SERVICES IN THAILAND AND SELECTED ASIAN COUNTRIES
Get PDFThe primary objective of this research is to formulate an index designed to quantify the affordability index of ICTs and internet services in Thailand in relation to 8 chosen countries: Singapore, Malaysia, Indonesia, the Philippines, Vietnam, China, Japan, and South Korea. The goal is to undertake a comparative analysis of strengths and weaknesses, and to proffer policy recommendations to bolster the affordability and reduce the problem of the digital divide. The index is a composite index having 2 main factors: (1) the price of access to ICTs (a 50% weighting) with 4 sub-factors – the mobile-cellular basket as share of GNI per capita; the mobile-cellular sub-basket (in USD); the mobile-cellular sub-basket (in PPP); and tax rates on mobile services, and (2) the price of access to the internet (a 50% weighting) with 5 sub-factors – the fixed-broadband basket as share of GNI per capita; the fixed-broadband sub-basket (in USD); the fixed-broadband sub-basket (in PPP); tax rates on fixed broadband services; and broadband internet speeds. The findings of the study disclose that in the year 2023, the affordability index in Thailand was 0.973 which was lower than an average of 8 benchmark countries of 0.979 (Singapore 0.998, China 0.994, South Korea 0.994, Japan 0.992, Malaysia 0.990, Vietnam 0.986, Indonesia 0.974, and the Philippines 0.966, respectively). The index ranges from 0 to 1 with higher numbers indicating higher affordability. The competitive weaknesses of Thailand are concentrated in the mobile-cellular sub-basket (in both USD and PPP), tax rates on mobile services, and fixed-broadband sub-basket (in PPP).Thailand's competitive strengths, on the other hand, are predominantly located within the fixed-broadband basket as share of GNI per capita and broadband internet speeds. The future scope of the study should consider other indicators of digital divide such as communication infrastructures, computer availability, availability of alternative access through TVs or mobile phones, and internet access