Journal of Contemporary Social Science and Education Studies (JOCSSES) E-ISSN- 2785-8774

CONSERVATION PRACTICES AND CHALLENGES OF THE BAYSO COMMUNITY IN GIDICHO ISLAND, SOUTHERN ETHIOPIA

Eshetu Fekadu — 2026-09-01

The Bayso are inhabitants of Gidicho Island and the surrounding areas of Abaya Lake and have developed a remarkable traditional ecological knowledge over time. For them, it is more than just knowledge; rather, it is spiritual and cultural, firmly intertwined with the lives of the community, their livestock, and their environment. It helped the Bayso maintain the abundance (mogossa) of their natural environment (ul) through religious rituals and practices that have been vibrant for generations. Lately, however, this knowledge faces a threat of extinction. Despite its ecological and cultural importance, the conservation practices on Gidicho Island and areas on the western coast of the Lake are not well documented in the literature. This study examines Bayso’s environmental conservation knowledge, strategies, and practices, highlighting what places them in a vulnerable situation. Informants were selected via snowball sampling, and the study sites were selected purposively to get an appropriate representation of Bayso villages. Findings reveal that Bayso’s religious rituals of environmental conservation involve prayers, hulluuqaa, and oborro, while the cultural practices include climate monitoring, taboo, terrace construction (dem), use of floodwater, controlled fire (golla), and crop rotation. These are not only conservation practices but also adaptive patterns of livelihood. Therefore, this paper argues that studying the local conservation practices and challenges of a specific community, such as the Bayso, helps to preserve valuable knowledge that might otherwise be lost. It also offers practical lessons from successes and failures that can guide cultural communities with comparable environments, cultures, and constraints. Sharing these insights strengthens collaboration, enabling cultural communities worldwide to adopt effective strategies without having to start from scratch.

MEASURING WHAT MATTERS: THE IMPACT OF DIGITAL MARKETING CAMPAIGNS IN HIGHER EDUCATION INSTITUTIONS

Ace N. Bombaes — 2026-09-01

This research investigates the strategic evolution of the global education sector, with a particular emphasis on the Philippines, where Higher Education Institutions (HEIs) are increasingly embracing commercial and marketing strategies. This transformation is driven by heightened competition and the urgent necessity for HEIs to improve their visibility, branding, and institutional reputation in the digital age. While digital and cyberspace marketing allow institutions like National University-Dasmariñas to expand their outreach, there is a notable lack of research focusing on the specific local challenges faced by Philippine HEIs in utilizing digital marketing to connect with prospective students and their parents. Guided by Facet Theory, this qualitative study seeks to cultivate a localized and detailed understanding of digital marketing practices within the Philippine context. Its primary objectives are threefold: to explore the digital marketing tools and strategies employed by HEIs such as National University-Dasmariñas; to evaluate their effectiveness in attracting and retaining parents by analyzing their influence on decision-making processes; and to assess parents’ perceptions of these digital initiatives, including their views on credibility and usefulness. Through purposive sampling, the research conducts semi-structured, in-depth interviews with prospective parents at National University-Dasmariñas to uncover barriers and opportunities in the implementation of effective digital marketing strategies. The findings of this study provide actionable recommendations to enhance digital marketing frameworks for HEIs, thereby improving institutional outreach and competitive positioning in the Philippines. These insights contribute to the advancement of Sustainable Development Goals (SDG) 4 Quality Education and SDG 17 Partnerships for the Goals, by promoting more effective engagement between educational institutions and their key stakeholders.

EXPLORING THE INFLUENCE OF MATERIAL CULTURE ON MUSIC PEDAGOGY IN RURAL CHINESE PRIMARY SCHOOLS

LIU JIE — 2026-09-01

This study explores how music pedagogy in rural primary schools in China emerges through the interaction of material culture dimensions, including tools and technologies, knowledge resources, and social interactions. Although existing research has mainly focused on structural inequalities and resource constraints in rural education, relatively little attention has been given to how teachers actively construct and adapt pedagogical practices in such contexts. A qualitative multi-case study design was adopted across three rural primary schools in China. Data were collected through semi-structured interviews, classroom observations, and document analysis involving six music teachers. Patterns across cases were identified and interpreted through thematic analysis. The findings show that rural music pedagogy is characterized by adaptive and context-responsive practices rather than being determined solely by material constraints. Teachers flexibly reorganize available musical instruments and digital tools, draw on curriculum knowledge and professional experience, and integrate local cultural resources into classroom practice. Moreover, social interactions among teachers, students, school leaders, and community members play a vital role in maintaining and supporting teaching continuity. This study concludes that rural music pedagogy should be understood as a sociomaterial practice emerging from the dynamic interaction among material conditions, knowledge systems, and social relations. By reframing rural pedagogy as an adaptive and relational process rather than a condition of deprivation, this study contributes to a more practice-oriented understanding of teaching in resource-constrained educational contexts.

Attitudes and Purposes of Internet Use: Mediating Effects of Gratification and the Moderating Role of Gender

Joorabchi Toktam Namayandeh — 2026-09-01

The Internet has become a cornerstone of modern communication, transforming daily life and social interactions worldwide. Among youth, online engagement spans entertainment, education, business, and social connection. This study, grounded in Uses and Gratifications Theory (UGT), investigates how Internet gratification mediates the relationship between students' attitudes toward Internet use and their purposes for engagement, with gender as a moderator. Using structural equation modeling on data from 440 Malaysian university students, the study reveals significant mediation but no moderating effect of gender. The findings indicate that students hold predominantly positive attitudes toward Internet use, with primary purposes including academic information seeking and social networking. Cognitive and affective gratifications emerged as the most significant dimensions. The study confirms that Internet gratification significantly mediates the relationship between attitudes and purposes of use, while gender does not show a moderating effect. These results advance UGT by highlighting how gratifications bridge attitudinal and behavioral aspects of Internet use in collectivist cultural contexts. The study underscores the importance of understanding the motivational underlying youth Internet use, offering implications for digital literacy and educational interventions in Malaysia and similar societies.

THE IMPACT OF COGNITIVE LEARNING STRATEGIES ON ENGLISH LANGUAGE ACQUISITION AMONG ADULT LEARNERS IN PUNJAB, PAKISTAN

Aiman Sohail — 2026-09-01

English language proficiency is increasingly recognized as a prerequisite for academic achievement, professional advancement, and global participation, particularly in multilingual countries such as Pakistan. Despite years of formal English instruction, many adult learners continue to experience difficulties in achieving communicative competence. This study investigates the influence of cognitive learning strategies on English language acquisition (ELA) among adult learners enrolled in Teaching English as a Second Language (TESL) programmes across Punjab, Pakistan. Guided by Krashen’s Input Hypothesis, Vygotsky’s Sociocultural Theory, and MacWhinney’s Competition Model, the study adopts a quantitative, non-experimental correlational research design. Data were collected from 110 adult TESL learners using a structured questionnaire adapted from established language learning strategy instruments. The collected data were analysed using the Statistical Package for the Social Sciences (SPSS) through descriptive statistics, Pearson correlation, and multiple regression analyses. The findings indicate that cognitive learning strategies significantly influence English language acquisition. Among the examined strategies, metacognitive strategies emerged as the strongest predictor of language acquisition, followed by inferencing, rehearsal, and memory strategies. Furthermore, cognitive strategy use demonstrated positive relationships with learners’ fluency, accuracy, comprehension, and confidence. The findings support contemporary theories of second language acquisition by highlighting the critical role of learner autonomy, strategic engagement, and self-regulated learning in adult language development. This study contributes empirical evidence from an under-researched TESL context in Pakistan and provides practical implications for TESL practitioners, curriculum developers, educational policymakers, and future researchers seeking to enhance English language learning through strategy-based instruction.

THE EFFECT OF PSYCHOMOTOR STIMULATION ON WRITING SKILLS DEVELOPMENT AMONG PRESCHOOL CHILDREN

Henadeerage Don Neelanga a Dimuthu Karunaratna — 2026-09-01

Writing is one of the imperative basic tools in early childhood education that leads to overall academic achievements as well as the personal growth of the child in the long run. However, writing is not the sole result of language learning in the early years, rather, it is a product of various psychological and even physiological developments, the coordinated and complex performance of children which is highly reliant on their psychomotor development, especially fine motor skills and visual-motor integration. This study was conducted to the main objective of this study is to examine the effectiveness of psycho-motor stimulation in enhancing the development of writing skills among preschool children. The analysis of this research project has delivered a thorough examination of how psycho-motor stimulation of children affects their writing development during preschool years. The investigation started by introducing the research background that stressed psycho-motor development serves as a fundamental writing readiness skill in early childhood education. The problem articulates the practice and research deficit that stems from insufficient psycho-motor stimulation practices in writing readiness development for young children. The investigation required specific objectives and research questions to address the observed gap in the study. The research scope was clearly established in this chapter by defining population samples studying variables and selecting geographical locations. The research paper discussed its importance by highlighting its potential benefits for both early childhood educators and parents as well as policymakers and future academic researchers. The research paper discussed its importance by highlighting its potential benefits for both early childhood educators and parents as well as policymakers and future academic researchers. The organizational plan serves as a reader guide which establishes logical information progression from beginning to end including summaries and proposals. The result of this study is useful to Pre School educators, teachers, and education related parties for identify the how to progress children writing skills.

THE INFLUENCE OF SOCIAL MEDIA PLATFORMS ON STUDENTS' ACADEMIC PERFORMANCE IN MALAYSIAN PRIVATE UNIVERSITIES: THE MEDIATING EFFECT OF PERSONALITY TRAITS

Tiruneh Naomi Nigatu — 2026-09-01

The increasing integration of social media platforms into higher education has transformed how students communicate, access information, and engage in learning activities. In Malaysia, platforms such as YouTube, TikTok, WhatsApp, and Facebook have become central to academic collaboration, information sharing, and self-directed learning, yet prior research reports inconsistent findings on the relationship between social media use and academic performance, and the mediating role of personality traits in this relationship remains under-explored, particularly within Malaysian private universities. This study therefore examined the influence of social media platforms on students' academic performance and investigated the mediating effect of personality traits, guided by the Uses and Gratifications Theory and the Big Five Personality Theory. A quantitative, cross-sectional survey design was employed, with data collected from 330 undergraduate and postgraduate students across five private universities in Malaysia (INTI International University, Sunway University, Monash University Malaysia, Geomatika University College, and Taylor's University) using a structured questionnaire. Data were analysed descriptively using SPSS version 29 and inferentially using SmartPLS 4 for Partial Least Squares Structural Equation Modelling (PLS-SEM). The measurement model demonstrated satisfactory internal consistency reliability and convergent validity, although discriminant validity between Social Media Platforms and Personality Traits was not fully established. The structural model showed that Social Media Platforms did not have a statistically significant direct effect on Academic Performance (β = 0.953, t = 1.491, p = 0.136), but had a strong, significant effect on Personality Traits (β = 0.997, t = 3503.934, p < 0.001). Personality Traits did not significantly predict Academic Performance (β = -0.322, t = 0.500, p = 0.617) and did not mediate the relationship between Social Media Platforms and Academic Performance (indirect β = -0.321, t = 0.500, p = 0.617). The model explained 39.9% of the variance in Academic Performance and 99.5% of the variance in Personality Traits. The findings suggest that social media exposure alone is not a direct determinant of academic success; rather, its educational value depends on how purposefully students engage with these platforms. The study contributes to theory by integrating the Uses and Gratifications Theory with the Big Five Personality Theory, and offers practical implications for higher education institutions, academic staff, students, and policymakers in Malaysia seeking to promote responsible and academically productive social media use

TYPES OF GAMERS AND THEIR PERCEPTIONS OF MOBILE VIDEO GAME COMMERCIALS

Su-Hie Ting 1Su-Hie Ting — 2026-09-01

This study investigated the types of gamers and their perceptions of mobile video game commercials. The objectives of the study are to: (1) determine frequency of video game playing among the participants, (2) identify types of gamers, and (3) examine perceptions of selected video game commercials. In the descriptive study, questionnaire data were obtained from 102 participants who were gamers. A questionnaire was employed to elicit responses of gamers to commercials of three mobile video games: Rise of Kingdom: Lost Crusade (2018), Raid: Shadow Legends (2018), and Goddess of Victory: Nikke (2022). The results showed that participants in this study are divided into three main groups in terms of number of days spent on playing video games: 1-2 days per week (43.1%), 3-4 days per week (23.5%), and every day (29.4%), with only 3.9% playing 5-6 days per week. A majority (65.7%) are casual gamers, followed by competitive gamers (19.6%), but fewer identified as hardcore, social and educational gamers. The participants have marginally positive evaluation of the eight aspects of the three commercials (means of 3.3 to 3.7 out of 5). Language is the most appealing feature of the commercials and visual attractiveness is the least appealing feature. Comprehensive presentation, detailed product descriptions, perceived realism, and general likability were more important to the participants than visual attractiveness. Their willingness to purchase is low (mean of 3.3). The findings suggest that there are more personal factors affecting purchase intention than the characteristics of the mobile video game commercials, and these need to be uncovered through future studies.

Development of an AI-Enhanced, Student-Centred English Language Teaching (ASCELT) Model for Improving Communication Competence among Higher Education Students

Siti Rohayu Mustapha — 2026-09-01

Higher education institutions increasingly recognise that English communication competence the capacity to use language accurately, appropriately, and strategically across authentic contexts is critical to graduate employability, yet conventional teacher-centred instruction often fails to provide the individualised, sustained practice that competence development requires. This study proposes and validates an AI-Enhanced, Student-Centred English Language Teaching model (hereafter the ASCELT model) intended to strengthen university students' communication competence by integrating artificial intelligence (AI) tools within a student-centred pedagogical framework. Using a two-phase Design and Development Research (DDR) methodology, the study first employed the Nominal Group Technique (NGT) with nine language-education experts to brainstorm and prioritise candidate constructs for the model, followed by the Fuzzy Delphi Method (FDM) with seven experts to statistically validate the constructs using triangular fuzzy numbers, threshold (d) values, percentage of expert consensus, and defuzzification (alpha-cut) scores. Seven constructs were generated in the NGT phase; all seven achieved threshold values below 0.2, consensus levels above 75%, and alpha-cut values above 0.5 in the FDM phase, indicating strong expert agreement. The validated constructs were subsequently synthesised into the ASCELT model, comprising AI conversational chatbots for speaking practice, AI-personalised adaptive feedback, AI-assisted writing correction, student-centred collaborative tasks, blended/flipped classroom integration, redefinition of the teacher's facilitative role, and AI-driven formative assessment, feeding into a core integration layer that drives improved communication competence across linguistic, sociolinguistic, discourse, and strategic dimensions. The findings offer higher education stakeholders an empirically validated, expert-endorsed framework for embedding AI responsibly and pedagogically within student-centred English language teaching.

EARLY EXPLORATION OF AN INTEGRATED ISLAMIC MENTAL HEALTH RESILIENCE MODEL FOR MUSLIM UNIVERSITY STUDENTS IN THE DIGITAL ERA

Rashidah Md Hasan — 2026-09-01

This study aims to develop and validate an Integrated Islamic Mental Health Resilience Model (i-IMHRM) for Muslim university students confronting the psychological pressures of the digital era, including social media overuse, cyber-comparison, information overload, and digital fatigue. Guided by an Islamic epistemological framework anchored in tawakkul (reliance on God), sabr (patience), and redha (contentment with divine decree), the study integrates classical Islamic psycho-spiritual constructs with contemporary resilience theory to produce a model responsive to the realities of digitally mediated student life. A qualitative-dominant, expert-consensus design employing the Fuzzy Delphi Method (FDM) was adopted, involving a purposively selected panel of experts drawn from Islamic psychology, counselling, educational technology, and Shariah-based mental health practice. Two rounds of structured questionnaires were administered, and expert responses were converted into triangular fuzzy numbers, defuzzified, and evaluated against three acceptance thresholds: a threshold value (d) not exceeding 0.2, a minimum expert consensus of 75%, and a defuzzified fuzzy score (A) of at least 0.5. Findings indicate that six constructs achieved expert consensus and were retained in the final model: Aqidah-Based Spiritual Resilience, Ibadah-Based Coping Mechanism, Akhlaq-Based Emotional Regulation, Wasatiyyah Digital Self-Regulation, Ukhuwwah Social Support Network, and Ilm-Based Cognitive and Help-Seeking Resilience, organised around a core of tawakkul, sabr, and redha. The resulting i-IMHRM offers a theoretically grounded and practically actionable framework for university counselling centres, Islamic education units, and student affairs divisions seeking to design digitally responsive, faith-congruent mental health interventions. Implications for policy, curriculum design, and future confirmatory validation using structural equation modelling are discussed.