Editor-in-Chief
Prof. Dr. Paola Magnano
Kore University of Enna
Italy
Prof. Dr. Gabriela Topa
Social and organizational Psychology, Universidad Nacional de Educacion a Distancia
Spain
Vol. 11 No. 3 (2026): Publishing
Table of Contents
Open AccessResearch Articles
by Nelson U. Julhamid, Masnona S. Asiri, Mary Ann G. Lim, Krysha C. Samparani, Firash Zhed S. Ututalum, Raugda J. Julhamid, Tanny T. Lim Jr., Adelaida J. Sabtula, Norenna S. Sarahadil, Aine Rizzi A. Abduhadi
2026,11(3);
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Abstract
The pursuit of quality education has become increasingly prominent due to its recognized role in building individual empowerment, national development, and global sustainability. Global frameworks such as the United Nations’ Sustainable Development Goals (particularly SDG 4) have elevated the urgency of ensuring inclusive, equitable, and high-quality education for all, framing it not merely as a developmental objective but as a human right and catalyst for lifelong learning, innovation, and social cohesion. This qualitative exploration examined the perceptions and positive behavior of higher education teachers in achieving quality education. Teachers (n=17) were purposively sampled to be interviewed about their perceptions and personal efforts in promoting quality education. Narrative data revealed that higher education teachers perceived quality education as deeply rooted in student-centered learning, professional integrity, and ethical responsibility. Teachers emphasized that learners should be active participants in the learning process and that instructional strategies must be responsive to students’ diverse needs, learning styles, and feedback. Teachers also associated quality education with professionalism and moral responsibility, viewing their roles beyond academic instruction to include character-building and social awareness. Their teaching practices reflected a high degree of self-reflection, accountability, and dedication to continuous improvement. Through responsive pedagogy, ethical consistency, and reflective teaching, they actively shaped inclusive and empowering learning environments aligned with the broader goals of equity and lifelong learning. This suggests the need for policy reforms and professional development programs that prioritize ethical conduct, student-centered approaches, and reflective practice as foundational pillars of quality education.
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Open AccessResearch Articles
by Juhua Yang, Mengtien Chiang
2026,11(3);
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Abstract
This study employs a qualitative research design to investigate how digital teaching resource inputs are integrated into teaching quality within the context of rural primary schools, grounded in the social system model. Participants were selected through purposive sampling, including six educational administrators and nine teachers from three rural primary schools in Yunnan, China. Data were collected via semi-structured interviews and analyzed using thematic analysis. The findings of the study are threefold. First, although investments in digital teaching resources have increased under top-down policy initiatives, a persistent systemic disconnect between resource adaptability, technical support, and pedagogical practice constrains the effective transformation of these resources into educational utility. Second, the school cultural system is crucial in translating digital resources into teaching quality through shared values, teachers’ sense of belonging, ethnic minority cultural integration, and home–school collaboration. Third, digital teaching resources boost student engagement and classroom interactivity but have limited effects on learning outcomes due to gaps in family support, weak localization, and uneven teacher competence. The enhancement of teaching quality in rural primary schools needs to be advanced synergistically across three dimensions: resource construction, teacher professional development, and cultural ecology, thereby building a holistic educational ecosystem that supports sustainable digital transformation.
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Open AccessResearch Articles
by Lifan Xue, Yu Feng, Yafei Liang
2026,11(3);
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Abstract
The increasing change and competitive pressure in higher education have raised concerns about student anxiety, especially across different educational pathways. This study examines anxiety among associate degree and bachelor’s degree students and explores how educational level and cognitive characteristics are related to anxiety. Using a quantitative, cross-sectional, and non-experimental design, data were collected from 100 third-year students at a Chinese university through standardized questionnaires measuring generalized anxiety and intolerance of uncertainty. Descriptive analysis, group comparison, correlation analysis, and multiple linear regression were conducted to examine patterns of association among the variables. The findings indicate that anxiety levels vary across educational backgrounds and that intolerance of uncertainty is meaningfully associated with students’ anxiety when educational level is considered. Although causal inferences cannot be drawn, the results highlight the relevance of both structural educational factors and individual cognitive tendencies in understanding student anxiety. This study provides empirical support for future research employing prospective or intervention based designs to further explore these relationships.
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Open AccessResearch Articles
by Constantinos Challoumis, Nikolaos Eriotis, Dimitrios Vasiliou
2026,11(3);
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Abstract
Digital addiction is typically examined as a psychological or behavioral condition, while its broader economic consequences remain insufficiently addressed. This paper reframes digital addiction as an economic pathology, emphasizing its welfare and productivity implications across individuals, organizations, and public systems. Drawing on behavioral economics, time-allocation theory, and the economics of externalities, the study develops a theory-driven analytical framework to map the diffusion of economic costs associated with excessive digital use. Methodologically, a structured literature synthesis is combined with relative intensity scoring and heatmap visualization to compare cost channels and affected stakeholders. The findings indicate that the primary economic burden arises from time misallocation, productivity losses, and social spillovers rather than direct expenditures alone, with costs distributed asymmetrically across the economy. The framework provides a diagnostic basis for future empirical research and policy intervention in the digital economy.
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