Asian Journal of Arts, Humanities and Social Studies

Exploring Semiotic Representation in Simisola Ogunleye-Kosoko's ‘Duduke’: A Multimodal Discourse Analysis

2026-01-03T12:03:58+00:00

This study examines how motherhood and femininity are semiotically constructed in Simisola Ogunleye-Kosoko’s music video ‘Duduke’ through a multimodal discourse analysis (MDA). Treating the music video as a composite meaning-making event, the analysis integrates three interrelated modes: (i) linguistic choices in the lyrics, including metaphor, repetition, and code-switching; (ii) visual design, interpreted through social-semiotic categories of representational, interactive, and compositional meanings; and (iii) auditory resources, with attention to rhythm, vocal delivery, and sound texture as carriers of affect. The findings indicate that ‘Duduke’ foregrounds pregnancy and maternal anticipation through the recurring “heartbeat” motif, intimate framing of the pregnant body, sustained soft gaze and close social distance, and lighting and colour choices that emphasize tenderness and emotional warmth. The auditory layer reinforces these meanings by synchronizing percussive patterns with the heartbeat theme and supporting an intimate, reflective mood. Overall, the video’s modes work in concert to present motherhood as an embodied, celebratory experience while also articulating a contemporary cultural narrative in which maternal identity is framed with dignity, agency, and emotional depth. This study contributes to the understanding of how popular culture reflects and shape societal values, particularly around issues of gender and identity. The study has implications for theoretical and empirical studies and contributes to the growing body of scholarship at the intersection of African pop music, semiotic representation, multimodality, femininity and motherhood in contemporary Nigeria.

Sleep Hygiene and Depression Severity in Adults with Major Depressive Disorder: Evidence from Mysuru District, India

2026-01-16T11:39:42+00:00

Sleep disturbances are a common and severe symptom of Major Depressive Disorder (MDD) and are associated with greater disease severity and poorer treatment outcomes. The study aimed to assess sleep hygiene and its association with depression severity in adults with MDD in Mysuru district of Karnataka State, India. Purposive sampling was utilised to select 51 participants (25 men and 26 women) ranging in age from 18 to 60 years. Data were collected by structured interviews and self-report questionnaires, like Pittsburgh Sleep Quality Index (PSOI) and the Quick Inventory of Depressive Symptomatology Self-Report (QIDS-SR). SPSS v.21 was used to conduct descriptive and inferential statistical analyses, including mean, standard deviation, t-tests, and Spearman’s correlation. The results demonstrated that the majority of participants reported poor sleep quality, with men having somewhat worse sleep patterns than women, the difference was not statistically significant. There was a moderate positive association (r = 0.522, p < 0.01) between sleep quality and depression severity, indicating that poor sleep hygiene is associated with higher depressive symptoms. These results underscore the importance of integrating sleep management strategies in the clinical treatment of depression.

Child Upbringing and Delinquency in Zambia: Evidence from Chipata Central Parliamentary Constituency

2026-03-13T11:29:43+00:00

This study investigated the relationship between child upbringing practices and delinquent behaviors among young people in Chipata Central Parliamentary Constituency, Zambia, with particular attention to parenting styles, parental care, parental attachment, and spiritual nurturing as possible correlates of aggression, emotional instability, child sexual exploitation, and conduct problems. The research was guided by Baumrind’s parenting styles typology and Bandura’s social learning theory, which explain how parental practices and modeled behaviors influence children’s behavioral development.

A cross-sectional survey design using quantitative methods was employed. The study was conducted in Chipata Central Parliamentary Constituency in Chipata District, Eastern Province, Zambia, between March and May 2024. A sample of 100 parents was randomly selected from the constituency population. Data were collected using a structured questionnaire administered in both English and Nyanja to ensure clarity and inclusiveness. The instrument demonstrated acceptable internal reliability (Cronbach’s α = 0.775). Descriptive statistics and Pearson correlation coefficients were used to analyze the data using SPSS.

The findings revealed that indulgent parenting was the most prevalent parenting style, with 89% of parents mainly focusing on children’s behavior without consistent regulation. A significant positive relationship was found between parenting styles and perceptions of youth violence (r = +0.433, p < .001). Furthermore, 93% of respondents reported that violent behavior has become common among young people, and 90% indicated that violent children often come from violent homes. Parental care showed weak correlations with emotional instability, while parental attachment had no significant relationship with child sexual exploitation. Most respondents (94%) identified peer influence as the primary factor contributing to child sexual exploitation.

The study concludes that youth delinquency in the constituency is largely associated with indulgent parenting practices and peer group influence. It recommends community-based parenting programs promoting authoritative parenting and interventions aimed at addressing negative peer pressure among adolescents.

The Role of Tax Exemptions, Subsidies and Preferential Contracting Policies on Promoting Green Procurement Practices in the Small and Medium Enterprises in the Accra Metropolitan Area of Ghana

2026-03-19T11:22:43+00:00

Green procurement has become central to global sustainability efforts, yet its adoption among Small and Medium Enterprises (SMEs) in Ghana remains limited. SMEs constitute over 90% of businesses, employ 80% of the workforce, and contribute about 60% to GDP, making their participation critical to sustainable development. Despite the crucial role fiscal policies play in influencing policy, there appears to be a critical gap in assessing how fiscal tools, particularly tax exemptions, subsidies, and preferential contracting, affect green procurement within the SME sector This study examines the role of tax exemptions, subsidies, and preferential contracting policies on the adoption of green procurement practices in SMEs within the Accra Metropoli. tan Area. Using a quantitative research design, data were collected from 100 SME owners, managers, and procurement officers through structured questionnaires. In order to understand the relationships between the variables, analysis using SPSS regression models was conducted. The results revealed that tax exemptions have the strongest and most significant impact on green procurement adoption, demonstrating their effectiveness as a fiscal incentive. Subsidies showed a positive but marginal effect, while preferential contracting policies, though positive, were statistically insignificant. The findings highlight tax exemptions as the most effective driver of sustainable procurement in Ghana’s SME sector. Policy recommendations include scaling up fiscal incentives, improving subsidy accessibility, and strengthening application of preferential contracting to align SME practices with Ghana’s green economy agenda. Tax based incentives and preferential contracting reforms were among the recommendations proposed. The proposed recommendations may help shape policy on fiscal tools for promoting Green Procurement. It was recommended that future research should employ mixed-methods approaches and longitudinal designs to capture comprehensive insights and assess the sustained impact of policy interventions over time. Moreover, investigating institutional capabilities and direct climate change implications will enhance understanding of green procurement barriers and opportunities, thereby informing more effective and resilient policy development.

Academic Performance in Edukasyong Pantahanan at Pangkabuhayan and Financial Literacy among Students in Bachelor of Elementary Education

2026-03-25T12:18:22+00:00

Academic performance is a key measure of student achievement and reflects the effectiveness of educational programs. This study examined the academic performance of Bachelor of Elementary Education (BEED) students enrolled in Edukasyong Pantahanan at Pangkabuhayan (EPP) and explored its relationship with financial literacy. The research focused on five dimensions of financial literacy—budgeting, saving, investing, debt management, and financial planning—with the aim of determining whether financial habits influence academic outcomes and identifying areas for improvement in financial education. A descriptive survey research design was employed, utilizing complete enumeration of thirty-one second-year BEED students as respondents. Data were collected through academic ratings in EPP and questionnaires assessing financial literacy across the five components. Academic performance was evaluated using standardized measures, while financial literacy was analyzed through self-reported assessments. Correlation analysis was conducted to determine the extent of the relationship between financial literacy and academic performance. The findings revealed that academic performance is closely associated with financial literacy, particularly in budgeting, saving, debt management, and financial planning. However, investing showed weaker association, suggesting limited awareness and practice among students in this area. These results highlight the importance of strengthening financial literacy education, especially investment knowledge, through curriculum integration, workshops, and targeted initiatives. By equipping BEED students with essential financial management skills, institutions can foster financial responsibility, enhance academic performance, and prepare future educators to model and promote sustainable financial practices in their classrooms and communities.

Evaluation of Administrative Support Supervision Level: Evidence from Secondary Schools in the Lango Sub-Region, Northern Uganda

2026-04-11T11:17:38+00:00

This study examined the level of administrative support supervision in secondary schools in the Lango Sub-region of Northern Uganda. A quantitative descriptive cross-sectional design was adopted, involving 234 teachers selected through proportionate stratified sampling from public and private schools. Data were collected using a structured Likert-scale questionnaire and analysed using SPSS version 27.0. Findings showed that the overall level of administrative support supervision was moderate (M = 3.1084, SD = 0.18045), though significantly higher than the benchmark value of 3.00, t (233) = 9.192, p < .05, with a moderate effect size (d = 0.601). Classroom observation and supervision feedback were rated high, while instructional leadership, curriculum coordination, and resource provision were moderate. Continuous professional development was notably low. The study concludes that administrative support supervision is present in secondary schools of Lango subregion but uneven across domains which limits effective curriculum implementation. It recommends strengthening professional development, instructional leadership, curriculum coordination, and resource provision to enhance educational outcomes.

Enhancing Reading Comprehension through Think-Pair-Share in the Grade 5 Pupils of Catigbian Elementary School

2026-04-28T09:02:39+00:00

Reading comprehension is a vital skill for academic success, yet many elementary pupils continue to face challenges in understanding texts due to limited vocabulary, lack of exposure to diverse materials, and minimal opportunities for structured discussions. This study investigated the effectiveness of the Think-Pair-Share (TPS) strategy in enhancing the reading comprehension of Grade 5 pupils at Catigbian Elementary School, Laoang, Northern Samar during the School Year 2024–2025. An experimental action research design was employed, involving 30 pupils who participated in pre-test and post-test assessments to measure comprehension growth.

The results revealed a significant improvement in reading comprehension, with mean scores increasing from 12.50 in the pre-test to 16.56 in the post-test. Statistical analysis confirmed the effectiveness of TPS, with a t-value of -3.43 and a p-value of 0.007, leading to the rejection of the null hypothesis. These findings indicate that the observed improvements were directly attributable to the intervention.

Beyond quantitative gains, TPS fostered active engagement, collaborative learning, and deeper text analysis. Pupils became more confident, motivated, and willing to participate in discussions, which strengthened their ability to process information and articulate ideas. The strategy also encouraged critical thinking and improved retention, transforming passive learners into active participants.

The study concludes that TPS is a valuable instructional approach for bridging literacy gaps and recommends its consistent integration into classroom practice. To sustain literacy growth, differentiated support such as guided reading and small-group instruction should complement TPS. These findings provide important implications for educators and policymakers seeking effective strategies to strengthen literacy outcomes in elementary education.

Enhancing Vocabulary and Writing Skills through Picture - to - Words Strategy among Grade 4 Pupils of Pangpang Integrated School

2026-05-01T12:24:00+00:00

Vocabulary development plays a vital role in improving learners’ reading and writing abilities, yet many Grade 4 pupils struggle due to limited exposure and low engagement with traditional teaching methods. To address this, the study explores the Picture-to-Words Strategy, a visual-based approach that supports vocabulary acquisition and writing by linking images with words. This strategy aims to enhance learners’ comprehension, retention, and writing fluency, ultimately improving their overall literacy skills.

This study examined the effectiveness of the Picture-to-Words Strategy in enhancing the vocabulary and writing skills of Grade 4 pupils at Pangpang Integrated School. Recognizing that vocabulary mastery is essential for reading and writing development, the intervention engaged learners in constructing and writing simple sentences using visual-based techniques. The approach aimed to strengthen language acquisition through structured image-driven learning, providing contextual support to improve comprehension, retention, and writing fluency.

Using the Input-Process-Output method, researchers conducted pre-test and post-test evaluations to measure learners’ progress. The pre-test results revealed low performance, with a mean score of 82.76 and a standard deviation of 5.73, placing pupils at the frustration level. After the implementation of the Picture-to-Words Strategy, the post-test results showed significant improvement, with a mean score of 93.45 and a standard deviation of 4.80. Statistical analysis confirmed the effectiveness of the intervention, with a t-value of -14.270 and a p-value of 0.000 at the 0.05 level of significance, indicating a meaningful difference between pre-test and post-test scores.

The findings highlight the importance of visual-based learning in literacy instruction. By integrating images with words, learners developed stronger associations, improved writing fluency, and gained confidence in communication. The study implies that teachers should adopt picture-based strategies as part of their instructional practice, while schools should embed multisensory and interactive methods into the curriculum to support diverse learners. Future research may explore the long-term impact of this strategy and its application across other subject areas, ensuring that early literacy interventions continue to build strong foundations for academic success.

Effectiveness of Using Popsicle Sticks in Improving the Subtraction Skills of 1st Grade Pupils in Bobolosan Elementary School

2026-05-07T11:48:13+00:00

Mathematics provides an effective way of building mental discipline and encourages logical reasoning and mental rigor. It is widely recognized as a foundational subject that supports the understanding of other disciplines such as science, social studies, music, and art. Developing mathematical skills at an early age is crucial, particularly in basic operations like subtraction, which serve as building blocks for more advanced concepts. The present study aims to improve the subtraction skills of Grade 1 pupils in Bobolosan Elementary School through the use of Popsicle Sticks as manipulatives. Conducted during the academic year 2024–2025 in Laoang, Northern Samar, the study employed a quasi-experimental design using pre-test and post-test methods to measure learning outcomes. The researchers selected 27 Grade 1 pupils as respondents, focusing on those identified as non-proficient in numeracy. Subtraction problems were administered before and after the intervention, and a t-test was used to analyze the mean difference between the pre-test and post-test scores. Findings revealed that the pre-test results of the pupils were moderate, indicating initial challenges in performing subtraction. However, the post-test scores showed significant improvement, demonstrating that the use of Popsicle Sticks provided effective visual representation and hands-on experiences that enhanced comprehension. The statistical analysis confirmed a significant difference between the pre-test and post-test results, with higher scores obtained after the intervention. This study concludes that manipulatives such as Popsicle Sticks are valuable tools in teaching mathematical concepts, particularly subtraction, to young learners. Their use fosters engagement, supports active learning, and helps pupils develop a deeper understanding of abstract ideas through concrete experiences. For educators, adopting a hands-on approach with manipulatives offers a practical advantage in improving numeracy skills and promoting meaningful learning in mathematics.

Improving Computational Skills of Grade 3 Pupils of Burabud Elementary School Using Japanese Multiplication Method

2026-05-18T11:57:15+00:00

Multiplication is a fundamental mathematical skill that serves as the foundation for learning advanced concepts such as division, fractions, and problem-solving, yet many elementary pupils experience difficulty mastering it using traditional methods. In response to this challenge, the Japanese Multiplication Method was introduced as a visual and interactive strategy to help Grade 3 pupils of Burabud Elementary School improve their computational skills, engagement, and overall performance in Mathematics.

This study looked into the effectiveness of the Japanese Multiplication Method to improve students’ computational skills and address the problem encountered by the Grade 3 pupils of Burabud Elementary School in mastering multiplication. This focused on engaging students in using this method, which serves as a visual presentation of multiplier and multiplicand that allows them to solve multiplication problems by drawing lines that form a diagonal pattern and by counting the number of intersections in a particular order near each vertex of a diamond to obtain a solution.

It aimed to improve the computational skills of the 16 Grade 3 respondents of Burabud Elementary School, using the Japanese Multiplication Method. The study was divided into three processes namely; the pretest, implementation of the intervention (Japanese multiplication method), and the post-test which took ten sessions to complete with each session consists of one hour. Pretest and post-test assessment were utilized to evaluate the impact of intervention on students’ computation levels.

The pretest results revealed that students’ mathematical skills were categorized as “Very Poor” with a Mean Score of 1.125 and Standard Deviation of 1.360. However, after implementing the intervention, the post-test results showed a significant improvement, rated as “Good” with a mean score of 7.89 and Standard Deviation of 1.91. The findings indicate a substantial difference between the pretest and post-test scores, demonstrating the positive impact of the Japanese Multiplication Method on students’ mathematical abilities. These results confirm that the Japanese Multiplication Method is an effective tool for improving young learners’ computational proficiency.

Effects of Prior Knowledge Activation on Secondary School Students’ Literal and Inferential Reading Comprehension

2026-05-21T11:23:45+00:00

This research examined how the prior knowledge activation and the usual teaching techniques influenced the reading comprehension of senior secondary school students, both at the literal and the inference levels in Bida Local Government Area of Niger State, Nigeria. The enduring low performance of second language students in reading comprehension has cast doubts on the usefulness of conventional instructional methods, hence, the necessity to consider cognitively informed methods like prior knowledge activation. The research was based on the Schema Theory and used a quasi-experimental pre-test-post-test non-randomised control group design. The study involved a total of 120 students in Senior Secondary School II students who were sampled among two different public secondary schools, where one school was the experimental group and the other was the control group. Researcher-made reading comprehension tests that involved literal and inferential comprehension levels were used to collect data that were proven to be valid by experts and proved to be reliable with a coefficient of 0.85. The control group was taught using the conventional method, whereas the experimental one was taught using explicit prior knowledge activation strategies. The data were interpreted by means, standard deviation and t-test at the level of 0.05. The results showed that students who were subjected to prior knowledge activation did much better compared to their peers in literal and inferential comprehension. The findings also indicated that the occurrence of prior knowledge activation was more influential in terms of inferential comprehension, which involves higher-order thinking. The researchers conclude that prior knowledge activation prior to reading boosts comprehension performance and suggest that prior knowledge activation methods used systematically during the reading instruction must be officially integrated into the reading instruction at the secondary school level. Among other things, the study recommended that professional development workshops and teacher training programmes should focus on the practical implementation of the schema-based teaching strategies.

Enhancing Reading Comprehension Skills of Grade 4 Learners through Story Mapping in Calomotan Elementary School, Philippines

2026-05-21T13:28:12+00:00

Reading comprehension is a fundamental skill that influences academic performance, critical thinking, and lifelong learning. This action research aimed to enhance the reading comprehension skills of Grade 4 pupils at Calomotan Elementary School through the implementation of an interactive story mapping strategy, designed to visualize narrative structures and promote active engagement in learning. Recognizing the difficulties faced by pupils in comprehending texts—especially the frustration-level proficiency observed in the Phil-IRI assessment—this study sought to determine whether story mapping could serve as an effective intervention to improve literacy.

The research involved 15 Grade 4 pupils, beginning with a pre-test to assess their baseline reading comprehension skills. The intervention consisted of three instructional sessions incorporating visual learning materials, such as tarpapel charts, felt-tip pens, a speaker, and PowerPoint presentations featuring the story featuring the story "The Lion and the Mouse." During the sessions, pupils worked in groups to create story maps, fostering collaborative learning, oral discussion, and analytical thinking. Through guided instructions, they identified key elements of the story, including the 5W’s (who, where, what, when, and why) to reinforce their understanding. A post-test was then administered to measure the impact of the intervention.

Analysis of the results revealed a significant improvement in reading comprehension scores. The pre-test mean score of 9.867 (SD = 3.642) indicated that most pupils were struggling with comprehension, while the post-test mean score increased to 19.600 (SD = 0.632), reflecting a marked advancement in their ability to process and retain narrative details. A paired samples t-test showed a statistically significant difference between pre-test and post-test results (t = -11.050, p = 0.000), validating the effectiveness of interactive story mapping in enhancing comprehension and engagement.

These findings highlight the importance of story mapping as a visual, interactive, and collaborative teaching strategy, enabling pupils to conceptualize narrative structures, improve recall, and strengthen comprehension retention. The group-based nature of the intervention likely contributed to higher pupil participation, critical thinking, and confidence in reading comprehension. Given the positive reading comprehension. Given the positive results, this study supports story mapping as an essential instructional tool, particularly for pupils struggling with narrative texts, and recommends its integration into literacy programs to promote meaningful learning experiences in elementary education.

Enhancing Division Skills in Mathematics of Grade 4 Learners in Mualbual Elementary School through Spin and Solve Game

2026-05-22T13:10:14+00:00

Mathematics, particularly division, is an essential skill that develops learners’ problem-solving and critical thinking abilities, yet many Grade 4 pupils experience difficulties in understanding division concepts and processes. To address these challenges, the researchers introduced the Spin and Solve Game as an interactive and engaging strategy to improve the division skills and mathematical performance of learners at Mualbual Elementary School.

This study investigates the impact of the Spin and Solve Game in enhancing division skills among Grade 4 learners at Mualbual Elementary School. The study employs an experimental design, utilizing a pre-test and post-test to assess students’ mathematical performance before and after the intervention. The Spin and Solve Game, a strategic educational tool, is introduced to engage learners actively in learning division concepts. The findings indicate a significant improvement in learners’ division skills, suggesting that incorporating game-based learning strategies can effectively enhance mathematical proficiency among elementary learners. This approach aligns with educational practices that emphasize interactive and student-centered learning.

This study was conducted in Mualbual Elementary School, Laoang, Northern Samar. The participants in this study consist of 17 Grade 4 pupils of Mualbual Elementary School who are officially enrolled for the Second Quarter of the School Year 2024-2025. The researchers give a permission letter to ask for the approval of the school head of the Mualbual Elementary School to gather the needed data in this study, explaining the purpose and details of this study. Upon approval, the researchers ask permission from the Grade 4 teacher to gather the needed data in this study. This study utilized pre-test and post-test research instruments. The pre-test and post-test consisted of 10 items. Before the collection of the data, informed consent forms were obtained from the Head Teacher of Mualbual Elementary School. After these consents were secured, the researchers, with the help of the adviser of grade four adviser, gave parental consent forms to the pupils to inform their parents of the study and to ask for permission for their child to participate as respondents in the study about Spin and Solve.

The pre-test results of Grade 4 learners showed they obtained ‘’good’’ scores in solving division problems. However, after implementing the intervention Spin and Solve Game, the post test results showed significant improvement of ‘’very good’’ results compared to the pre-test, indicating a positive outcomes. This suggests that the Spin and Solve Game is effective in enhancing the division skills of Grade 4 learners.

Based on the findings showed that the use of the Spin and Solve Game likely capitalizes on the principles of active learning, where learners engage in hands-on activities that promote deeper understanding and retention of mathematical concepts. This study supports the integration of game-based learning strategies such as the Spin and Solve Game to enhance learners’ division skills. By making learning interactive and enjoyable, such approaches can motivate learners and lead to improved academic outcomes in mathematics for Grade 4 learners in Mualbual Elementary School.

Walcott and History: A Reminiscence

2026-03-09T13:12:15+00:00

This paper examines Derek Walcott’s historical consciousness as articulated in selected poems from In a Green Night, The Castaway and Other Poems, The Star-Apple Kingdom, and Omeros. Caribbean literature has been profoundly shaped by the region’s traumatic history of slavery, colonialism, racial hybridity, and cultural fragmentation. Within this historical matrix, Walcott emerges as a poet deeply engaged with questions of origin, memory, exile, and identity. Drawing on library-based research and established critical scholarship, this study interrogates Walcott’s complex negotiation of his dual heritage—African and European—and his poetic response to the burdens of historical inheritance. The paper argues that Walcott neither denies history nor remains imprisoned by it. Rather, he proposes a creative reconciliation rooted in what he terms the “Adamic” potential of the New World. Through poems such as “A Far Cry from Africa,” “The Sea is History,” and Omeros, Walcott dramatizes the tension between ancestral memory and historical amnesia, ultimately advocating cultural renewal over racial fixation. His poetry resists both separatist racial politics and colonial mimicry, envisioning instead a unified Caribbean identity forged from shared trauma and imaginative reconstruction. The study concludes that Walcott’s historical vision is fundamentally humanist: he transforms historical fragmentation into poetic synthesis. By reconciling Africa and Europe within the Caribbean landscape, Walcott redefines history not as a chain of wounds but as a foundation for creative rebirth. His work thus affirms the Caribbean as a site of origin rather than exile and positions imagination as the primary instrument of cultural self-realization.

Challenges and Opportunities in Adopting ICT and AI for Competency-Based Curriculum in Rural Secondary Schools of Lango Subregion, Northern Uganda

2026-01-30T12:58:37+00:00

Uganda’s education system is undergoing a major transformation following the introduction of the Competency-Based Curriculum (CBC) to replace the traditional knowledge-based model in lower secondary. The National Curriculum Development Centre (NCDC), under the Ministry of Education and Sports, is spearheading this reform to equip learners with practical competencies that align with Uganda Vision 2040 and the digital demands of the 21st century. At the heart of this curriculum is the integration of Information and Communication Technologies (ICT) to facilitate learning across all subjects. Effective integration of ICT and AI in this curriculum has the potential to accelerate the achievement of the objectives of these reforms by providing new modes of content delivery, expanding access to personalized learning, and strengthening continuous assessment systems. However, rural secondary schools, such as those in the Lango subregion, face persistent challenges such as inadequate ICT infrastructure, unreliable electricity, limited teacher digital competence, weak policy implementation, and low funding for digital innovation. Despite these barriers, significant opportunities exist, including supportive national policies like Vision 2040 and ICT in Education Policy 2019, expanding mobile and solar technologies, and growing potential for teacher capacity building and public-private partnerships. This paper suggests specific policy actions based on the Technological Pedagogical Content Knowledge (TPACK) and Digital Divide theories, along with successful examples from Kenya, Rwanda, Ghana, and Finland. These actions include investing in digital infrastructure in rural areas, incorporating AI and ICT teaching methods in teacher training, improving cybersecurity and data management, and supporting community-based digital projects. With strengthened policy coordination, adequate funding, and localized innovation, Uganda can bridge the digital divide and realize the CBC promise of equipping graduates with competencies to thrive in a rapidly evolving, digitally mediated economy, which is core to the Uganda Vision 2040.

A Review of Hunan Intangible Cultural Heritage (ICH) Translation and International Publicity: Perceptions from Cultural Translation Theory

2026-01-06T07:57:35+00:00

Intangible cultural heritage (ICH) is increasingly circulated through multilingual museum texts, tourism interpretation, short-video scripts, digital exhibitions, and official “international publicity” materials. For Hunan—home to emblematic practices such as Xiang embroidery, local opera traditions, fireworks craftsmanship, and diverse foodways—translation is not a neutral conduit but a cultural act that selects, reframes, and revoices heritage for global publics. This review examines Hunan ICH international publicity translation through the lens of cultural translation theory, treating translation as negotiation across asymmetries of knowledge, value, and representational power. Synthesizing recent work from translation studies, heritage studies, public diplomacy, and digital humanities, the article argues that the central problem is not “how to translate words,” but how to translate cultural legitimacy: how local categories of meaning (ritual efficacy, apprenticeship ethics, place-based identity, embodied know-how) can be rendered intelligible without being flattened into exotic spectacle or generic branding. The review identifies recurrent tensions—authenticity versus accessibility, foreignization versus domestication, narrative cohesion versus encyclopedic explanation, and community voice versus institutional messaging—and maps them onto the communicative ecology of contemporary heritage publicity. It then proposes a culturally oriented strategy set that combines thick contextualization, paratext design, multimodal coordination, and governance mechanisms (terminology management, stakeholder review, quality evaluation, and responsible AI use). By reframing Hunan ICH translation as cultural translation work, the review aims to support more accurate, ethical, and globally resonant heritage discourse.

Artificial Intelligence and the Future of Teacher Professionalism: Rethinking Teacher Education

2026-03-04T12:35:59+00:00

The rapid introduction of artificial intelligence (AI) technologies into education is changing the image of teacher professionalism and reshaping the models used to consider teacher education. This paper uses a systematic literature review and thematic analysis of 68 peer-reviewed articles, policy documents, and international reports published between 2019 and 2025 to discuss how AI-based innovations are transforming the roles, competencies, and professional identities of teachers. The synthesis highlights four key dimensions of change: the transition to facilitative and orchestration roles; the advent of AI literacy and ethical reasoning demands; the strains on professional autonomy in algorithm-based settings; and the necessity of curriculum change in teacher education programmes. Although AI-based applications such as intelligent tutoring systems, learning analytics, and automated assessment improve individualization and efficiency within an administration, they also pose threats of deskilling, professional displacement anxiety, and increased digital disparities. The findings contend that existing teacher education systems remain poorly aligned with these changing needs. This study concludes that they need to be restructured meaningfully, in which terms AI literacy, data competence, and ethical reasoning are introduced into core curricula, and the TPACK framework is extended to include AI-specific knowledge domains and lifelong, practice-based professional Development models that are founded on the principles of fairness, accountability, transparency, and ethics (FATE). These changes are necessary to support teacher agency, protect the human aspects of teaching, and ensure that the implementation of AI reinforces, rather than undermining teacher professionalism.