Journal of Humanities and Education Development (JHED)
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Implementation of the Virtual internship Program: A case of Araling Panlipunan Junior High School Teachers at Zone IV, Division of Zambales S.Y. 2020-2021
Full text linkThe study aimed to conduct a situational assessment of the “Virtual Internship” program implemented by CHED/DepEd during the New Normal among selected secondary schools in Zone IV, Division of Zambales for School Year 2020–2021. Utilizing a descriptive research design, the study gathered data through questionnaires from 69 cooperating teachers and 41 student interns. The objective was to examine the perceptions of both groups regarding the implementation of the virtual internship program. Findings revealed no significant difference between the perceptions of cooperating teachers and student interns on the overall implementation of the program. However, among cooperating teachers, significant differences in perception were noted when grouped by age and years of teaching experience—particularly in areas such as Classroom-based Action Research, Teaching-Learning Assessment, Pedagogical Relevance, and Mentoring. Additionally, years of teaching experience influenced their views on the utilization of virtual teaching strategies. On the other hand, preservice teachers showed no significant differences in perception when grouped by age or sex. The results suggest that demographic and professional background can influence how cooperating teachers perceive the effectiveness of virtual internships, while preservice teachers tend to have a more uniform view. These findings are valuable for academic institutions and policymakers in evaluating and enhancing virtual internship models. The study provides insights into how future internship programs—especially in times of disruption—can be improved to support the educational and professional development of both student interns and their mentor
Preservation and Promotion of Traditional Culture of Ethnic Minorities in Tourism Development in Tuyen Quang Province, Vietnam
Full text link Preserving and promoting the traditional cultural values of ethnic minority communities will contribute to enriching their cultural heritage, strengthening unity and solidarity among ethnic groups, and creating a significant internal driving force for sustainable national development. Currently, ethnic minorities in Tuyen Quang Province still maintain their unique customs, traditions, and cultural practices. These are potential strengths and favorable conditions that contribute to the sustainable tourism development of Tuyen Quang Province, creating an appealing attraction for visitors to explore, discover, and experience the cultural tourism of Tuyen Quang
From Betrayal to Belonging: An Autoethnography of Resilience, Loss, and Renewal in a Migrant Woman’s Life in London
Full text linkThis autoethnographic study tells the story of a Turkish-born immigrant woman who rebuilt her life in England after facing numerous personal challenges, including betrayal, loss, and illness. After moving to London, she began a new life as an ESOL teacher, having been a certified ESOL teacher with extensive experience in various countries. Her journey demonstrates how people can discover new strength and meaning after facing difficult experiences as an immigrant in a different country. The study is based on three main perspectives: resilience theory (Masten, 2021), which explains how people recover after hardship; transformative learning theory (Mezirow, 1991), which shows how education can change the way people see themselves and the world; and post-traumatic growth (Tedeschi and Calhoun, 2004), which describes how people can grow emotionally after trauma. The narrator used teaching English as a way to heal herself and help others. By supporting adult immigrants in their learning and integration process, she also found her own sense of purpose and belonging. Through reflection and analysis, this paper demonstrates that education can serve as both a profession and a means of emotional recovery. It can give people a reason to move forward and rebuild confidence after pain. By linking personal experience with these theories, the paper contributes to current research on migration and well-being. It demonstrates that classrooms and educational settings can become safe and healing spaces where teachers and learners share experiences, find hope, and co-create new meanings together in multicultural societies (Masten, 2021; Mezirow, 1991; Tedeschi and Calhoun, 2004). Moreover, migration can be considered an act of recovery. Leaving behind places filled with painful memories and moving to a new environment can offer emotional distance, safety, and the possibility of a fresh start. Starting life in a country where no one is familiar allows a person to redefine their story and identity in a more empowering way (King, 2012). In this sense, migration is not only a response to loss or difficulty but also a process of healing and self-reconstruction (Ryan, 2018). It can give individuals the chance to rebuild meaning, find hope, and open a new chapter in life, turning movement into transformation. For many migrants, especially women who often face social pressure, limited opportunities, or painful memories in their home countries, migration represents both escape and rebirth, offering emotional and psychological recovery alongside new social and educational possibilities (Papadopoulos, 2007; Bhugra, 2020). Through migration to a new country, they gain the chance to rebuild self-confidence, rediscover their sense of identity, and shape a more hopeful future
Assessing Quality of Life in Smart Cities vs Non-Smart Cities: A Geographical Study of Faridabad and Rohtak Districts of Haryana
Full text linkThis study examines the differences in quality of life between the Smart City of Faridabad and the Non-Smart City of Rohtak in Haryana, focusing on socio-economic, environmental, and infrastructural aspects. Using selected indicators such as education, income, housing, sanitation, air quality, and health, the research assesses how urban governance models influence living standards. Faridabad, as part of the Smart Cities Mission, exhibits improved income levels and enhanced access to sanitation and housing facilities, reflecting the benefits of planned urban development. However, it also faces challenges such as rising pollution and urban congestion, with its air quality often falling into the “poor” category, affecting public health and livability. Rohtak, although not a smart city, offers a more community-focused lifestyle with moderate income levels, stronger social cohesion, and a relatively healthier environment in certain aspects. Yet, limitations in healthcare infrastructure and employment opportunities remain. The comparison reveals that smart city initiatives improve infrastructure and economic growth but do not automatically guarantee social and environmental well-being. The study concludes that quality of life depends not only on technological or infrastructural progress but also on social inclusivity, environmental sustainability, and equitable access to basic amenities, highlighting the need for a more human-centred approach to urban development
Understanding U.S. Foreign Policy in Iran and the Middle East: A General Review Study
Full text linkThe complex fabric of United States foreign policy towards Iran and the Middle East region in general is shaped by an intermingling of historical occurrences, cultural factors, and geopolitical interests that are not easily comprehensible. With incessant conflicts and the shifting dynamics of power towards a given center of gravity for stability, understanding American motives is increasingly more important. This post attempts to analyze the historical context of U.S. foreign policy on Iran and the Middle East, scope of relations, strategic interests involved, and problems in policy formulation and implementation in an area characterized by stress and apprehension. With a myriad of U.S. foreign policy choices in the Middle East, the effects on the daily lives of ordinary citizens in that region is indeed a juxtaposition of monumental proportions. This review endeavors to scrutinize the overlap between the U.S.’s policies and the real existing paradigms concerning it defining this crucial field of international politics
A critical analysis of Jacques Derrida’s notion of ‘There is nothing outside the text’
Full text linkThe following paper presents a critical examination of Jacques Derrida’s intriguing assertion, "There is nothing outside the text," set against the wider backdrop of the schools of Poststructuralism and Deconstruction. Taking into account Derrida’s significant works of criticism, alongside critiques from notable figures like Frank Kermode and Stanley Fish, this study explores the profound implications of Derrida’s assertions with regards to language, meaning, and reality. Additionally, the study places Derrida’s ideas alongside those of significant earlier thinkers, such as Edmund Husserl’s phenomenology and Ferdinand de Saussure’s structural linguistics, emphasizing how Derrida questions the conventional boundaries between language and the reality it aims to depict. Through an exploration of key ideas like différance, trace, and textuality, the paper illustrates how Derrida deconstructs conventional epistemological structures, uncovering their underlying political aspects. In the end, the research suggests that Derrida’s transformative view of text and context reveals the fabricated essence of truth and reality, shedding light on the political motivations inherent in every act of interpretation
Inheritance and Innovation at Ziyang Academy in Hankou, Hubei
Full text linkThis paper aims to analyze the distinctive features of the Ziyang Academy in Hankou from the perspectives of inheritance and innovation. The academy shares profound ties with familial traditions, having been established by Huizhou merchants based on native-place solidarity. It traces its intellectual lineage to Zhu, Xi while inheriting the legacy of Confucius, serving as a practical embodiment of Confucian values in cultivating civic virtues. Simultaneously, the academy functioned with guild hall characteristics, blending commercial acumen with a commitment to local development and social welfare initiatives. It evolved into an urban landmark, where its founding, architectural design, and associated cultural landscapes became defining features of the era. The academy’s adherence to Zhu, Xi’s philosophy not only promoted his teachings but also honored Confucian ideals. From Confucius to Zhu, Xi, the Ziyang Academy’s social engagement and practices offer valuable insights for fostering a sense of familial and national responsibility—"cultivating oneself, regulating the family, governing the state, and bringing peace to the world"—in the new era. Its dual approach of "narrating tradition" (inheritance) and "pioneering innovation" provides a referential framework for integrating humanistic spirit into higher education and societal development
Construction and Standardization of Psychology Aptitude Test for Incoming College Psychology Students
Full text linkPsychology programs in higher education institutions rely on accurate assessment tools to gauge the aptitude of incoming students effectively. However, existing standardized tests often fail to address the unique skill sets and knowledge domains specific to psychology, emphasizing the necessity for a tailored Psychology Aptitude Test. This study aims to bridge this gap by developing and standardizing a Psychology Aptitude Test tailored for incoming college psychology students. Anchored on Item Response Theory (IRT), the study endeavors to create a test that comprehensively evaluates students\u27 preparedness for the BS Psychology program. Objectives include assessing the Psychology Aptitude Test\u27s validity, item difficulty and discrimination indices, and reliability. Findings reveal a sound measurement with strong content validity, balanced difficulty levels, and internal consistency. Recommendations for ongoing item review, expanded validation studies, and predictive validity assessment are provided to optimize the test\u27s effectiveness in evaluating psychological aptitude within college environments
Practices and Challenges Encountered by Secondary Mathematics Teachers in Limited Face-To-Face Learning Modality in Zone IV, Division of Zambales
Full text linkThis research studied the practices and challenges encountered by Secondary Mathematics teachers during limited face-to-face learning modality in Zone IV, Division of Zambales for the school year 2021–2022. It utilized a descriptive quantitative research design with a questionnaire as the main instrument. Results showed that teachers strongly agreed on the indicated practices on Health and Safety Protocols; Accessibility, Teacher Performance; Teaching Strategy, and ICT Access and Use. They disagreed with challenges related to Class Scheduling, Teaching and Learning Delivery, Assessment of Students’ Performance; but agreed that Class structuring and Management posed difficulties for effective discussions and student engagement. However, there is no significant difference between the appraised practices and challenges when grouped according to age, gender, teaching position, years in teaching, and average number of hours rendered in mathematics class weekly. There exist significant differences on the perceived practices among respondents handling Grades 7, 10, and 11. Post Tukey HSD tests and the Games-Howell test indicate that Grade 7 and Grade 11 groups differ significantly with their perceived practices of limited face-to-face modality. Therefore, the grade level to which the teachers are assigned has an impact on how they perceive the implementation of the limited face-to-face modality. Lastly, there is no significant relationship between assessed practices and perceived challenges faced by the teachers in the conduct of limited face-to-face learning modality and the correlation that was established was negligible negative correlation, suggesting that teachers who strongly agreed on the indicated practices tend to have low perceived challenges
Challenges Experienced in the Implementation of the Competency-Based Curriculum in Tanzania Public Secondary Schools
Full text linkThis study aims to examine challenges that hinder secondary school teachers on the implementation of Competency-Based Curriculum (CBC). The study guided by social constructivism development theory. This study used mixed research approach and convergent research design where quantitative and qualitative data was collected at the same time, analyzed separately. A sample size of 152 informants was selected. Interviews, focus group discussion (FGD), documentary review and observation were used as data collection tools. In data analysis both descriptive statistics and content analysis was used. Findings show that, 41.8% strongly agree and 37.6% agree that they don\u27t know enough about how to apply CBC. Inadequate training has made the shift from traditional teaching methods to student-centered approaches challenging. The scarcity of instructional materials is another major obstacle; 25.5% and 53.9%, respectively, concur that inadequate resources impede the successful usage of CBC. Also, teachers are unable to receive timely feedback on their teaching effectiveness due to insufficient monitoring and evaluation, as expressed by 34.8% of respondents who strongly agreed and 30.5% agreed. Also, CBC implementation hindered by overcrowded classrooms where 52.5% strongly agree big class sizes hinder to provide each student personalized attention and includes them in engaging, student-centered activities. Other challenges included, limited training, lack of administrative support and insufficient planning time. Study recommends that teachers should be given opportunities for their participation in formulation and review of curriculum. This implies that training of teachers on how to implement the curriculum, provision of instructional materials and enough classrooms are crucial for effective implementation of CBC