ABSTRACT
A survey conducted among 128 early childhood education majors revealed high levels of both AI awareness and demand for AI integration in training, with scales demonstrating robust internal consistency (Cronbach’s α = 0,800–0,897). Significant differences across academic years were observed only in the frequency of AI usage and the perception of AI specifically within music education; conversely, general awareness and training needs remained relatively uniform across the cohorts. These findings suggest that while students maintain a positive attitude toward AI, their capacity to implement it within professional contexts remains inconsistent. Furthermore, while the use of AI for general learning has become prevalent, it does not yet fully reflect pedagogical competence or the ability to evaluate learning outcomes. Notably, challenges in AI utilization persist at a significant level and do not show a marked decrease as student progress through their seniority. This study highlights a distinct gap between perception and practice, emphasizing the necessity of integrating AI into teacher education through a competency-based, oriented, and systemically supported approach, rather than merely focusing on tool accessibility.

ABSTRACT
The article Factors Affecting and Measures for Fostering Positive Learning Motivation among Learners presents the theoretical foundations of learning motivation and its role in learning effectiveness. The study clarifies the concept and manifestations of positive learning motivation. Learning motivation is influenced by various factors, including individual, family, school, and social factors. Among these, learners’ needs, interests, and self-directed learning abilities play particularly important roles. Family support, teaching methods, and the learning environment directly affect learning attitudes. In addition, peers and society contribute to shaping learning goals. Based on these findings, the article proposes measures to enhance learning motivation and improve educational quality.

ABSTRACT
Despite growing policy commitments to equality, inclusion, and human rights, many African societies continue to experience persistent challenges such as discrimination, social exclusion, gender inequality, ethnic tensions, and unequal educational opportunities. These challenges highlight the need for educational approaches that promote diversity, social justice, and social cohesion. This study explored the potential of Competency-Based Curriculum (CBC) to advance diversity and social justice in Africa, with particular focus on East Africa, and developed an African-centered conceptual model to guide curriculum development. The study employed a systematic literature review and qualitative document analysis of curriculum frameworks, policy documents, scholarly literature, and reports from international and regional organizations. The analysis examined contemporary perspectives on curriculum reform, inclusive education, social justice, diversity, and competency-based learning. Findings indicate that diversity and social justice can be effectively integrated into CBC through inclusive curriculum content, learner-centered and transformative pedagogies, values and competency development, inclusive assessment practices, teacher preparation, and community engagement. Based on these findings, the study proposes the African Diversity and Social Justice Curriculum Model (ADSJCM), a conceptual framework comprising six interconnected components designed to support the development of inclusive, equitable, and socially responsive education systems. The study concludes that curriculum reform grounded in African realities and competency-based principles can play a critical role in fostering social cohesion, inclusion, democratic participation, and sustainable development across the continent.

ABSTRACT
The main purpose of the study was to determine the extent to which digital marketing strategies influenced students’ enrollment in public universities in South-East, Nigeria. Two research questions and two null hypotheses were formulated and tested at .05 level of significance. Descriptive survey research design was utilized for this study. The population for the study comprised all the 84 Guidance Counsellors in the seven public universities in South-East, Nigeria. No sampling was involved in the study. A 17 itemed questionnaire was used for data collection. The instrument was validated by three research experts. The reliability of the instrument was determined using Cronbach Alpha Reliability estimate. The overall reliability coefficient stood at .57, indicating that the instrument was reliable and suitable for the study. Mean and standard deviation were used in answering the research questions that guided the study, while t-test statistic was used to test the null hypotheses formulated to guide the study at .05 level of significance. From the result of the findings, it was concluded that to a great extent video content creating and Educational Apps strategy influence student enrollment in public universities in South-East, Nigeria. It was also concluded that there was no significant difference between the mean scores of male and female Guidance counsellors on the extent to which video content creating and Educational Apps strategy strategies influence student enrollment in guidance and counselling in public universities in South-East, Nigeria. The researchers recommended that deliberate efforts should be made by the Government and Management of Universities in South-East, at utilizing digital marketing strategies to influence student enrollment in guidance and counselling in public universities in South-East, Nigeria.

ABSTRACT
Artificial Intelligence (AI) is increasingly being adopted in education to enhance assessment and feedback processes. This study investigated the perceptions of Grade 10 students and mathematics teachers regarding the use of AI for assessment and feedback in Vietnamese high schools. A quantitative survey was conducted with students and teachers from several high schools in central Vietnam. Data were collected through structured questionnaires and analyzed using descriptive statistics. The findings indicate that students frequently use AI tools such as ChatGPT and Photomath to support mathematics learning and receive immediate feedback. Both students and teachers generally expressed positive attitudes toward AI, recognizing its potential to improve learning effectiveness, personalize feedback, and reduce teachers’ workload. However, concerns were raised regarding the accuracy of AI-generated responses, overreliance on technology, academic integrity, and limitations in digital competencies. The study concludes that AI has significant potential to improve assessment and feedback in secondary mathematics education. To maximize its benefits, schools should strengthen digital infrastructure, provide training for teachers and students, and establish clear guidelines for responsible AI use.