ABSTRACT
Makala haya yalichunguza ujitokezaji wa ujumi wa Kiafrika katika ushairi wa Kiswahili wa Bongo Fleva pamoja na athari yake katika ushairi huo. Tafiti kuhusu vipengele vya ujumi wa Kiafrika zimeishia katika kubainisha ujitokezaji wake pasi na kuonesha athari (matokeo) yake katika kazi husika. Hali hii inachangia kutobaini umuhimu wa ujumi huo katika kazi za kifasihi za jamii ya Kiafrika jambo linalochangia baadhi ya kazi za kifasihi kutokusawiriwa vyema katika jamii. Data za makala haya zilipatikana katika maktaba ya kidijiti kwa kutazama na kusikiliza mashairi ya Bongo Fleva kisha kuchambua ujitokezaji wa ujumi wa Kiafrika na athari yake katika ushairi huo. Njia hii ilitumika kwa sababu njia nyingine za ukusanyaji wa data zisingeweza kuzifikia data zinazopatikana katika maktaba ya mtandaoni. Uchambuzi wa data za makala hii uliongozwa na Nadharia ya Ujumi Mweusi. Matokeo ya utafiti huu yanaonesha kuwa, ujumi wa Kiafrika katika ushairi wa Bongo Fleva una athari kubwa katika ushairi huo. Athari hiyo imebainika kusababishwa na usawiri kwa mawanda mapana vipengele vya Ujumi wa jamii wa Kiafrika ambavyo ni umoja na ushirikiano, ushababi, matumizi ya lugha za Kiafrika katika kukuza ama kubomoa kazi ya kifasihi, matumizi ya mazingira halisi ya jamii za Kiafrika pamoja na kipengele cha utu na ukarimu. Vipengele hivyo vimekuwa na athari (matokeo) kama vile kujenga diplomasia ya kisanaa baina ya mataifa ya Kiafrika, kuibua utalii wa ndani na nje ya Tanzania, kujenga umoja wa kisanaa baina ya wasanii ndani na nje ya Tanzania pamoja na kuleta umajumui wa kibara katika sanaa. Kwa muktadha huo, wasanii wanashauriwa kuendelea kutunga nyimbo zenye kusawiri ujumi wa Kiafrika kwa mawanda mapana. Hali hii itasaidia kazi za kifasihi za jamii mahususi (ikiwemo ushairi wa Bongo Fleva) kupata ukubalifu katika jamii kwa urahisi kuliko ingekuwa vinginevyo.

ABSTRACT
In teaching Literature at high schools today, guiding students to self-read supplementary poetry works outside the textbook plays an important role in developing reading and writing skills in accordance with the 2018 Literature Program [ ]. However, in reality, activities to support students in understanding extended poetry works still lack a systematic approach and have not created conditions for students to proactively explore, connect knowledge, and develop self-study abilities in the context of digital transformation. Stemming from this need, the project builds a reading journal to help students learn how to read extended poetry works in Grade 10 Literature ("Connect knowledge with life" textbook). It aims to design a tool to support students in note-taking, reflecting, and connecting reading and writing based on the CIPO model, while ensuring the learning objectives of the 2018 Literature Program are met. Through the reading journal, students practice reading comprehension skills specific to the poetry genre and develop critical thinking, connectivity, and creativity in writing. From there, they form self-study habits, enhance proactivity, and build a positive and effective learning environment.

ABSTRACT
Developing Vietnamese vocabulary for ethnic minority preschoolers is a vital task in early childhood education, especially for 3–4-year-olds, as this is the "golden" stage of language development. For Thai ethnic children in Nghe an province, Vietnamese is not their mother tongue, so accessing and using Vietnamese in a learning environment remains difficult. This paper focuses on clarifying the current status of developing Vietnamese vocabulary for 3–4-year-old Thai ethnic children through literature appreciation activities at several kindergartens in Nghe An province. The research results serve as an important practical basis for proposing appropriate measures to develop Vietnamese vocabulary, contributing to improving the quality of language development education for preschool children from ethnic minority communities.

ABSTRACT
This study analyzes the current status of activities aimed at enhancing the leadership competencies of directors of private healthcare facilities in Vietnam’s North Central region during 2020–2025, based on survey data and a synthesis of local reports. The findings show that provinces in the region have implemented various forms of training and professional development, including clinical/professional refresher courses, management training, seminars, and collaborative training programs. However, participation levels and perceived training effectiveness differ markedly across provinces. Training content has largely focused on administrative management and operational techniques, while key domains such as strategic management, long-term financial management, and healthcare digital transformation remain limited. On this basis, the paper proposes several directions to improve training activities and thereby strengthen the leadership capacity of directors of private healthcare facilities in the North Central region in the coming period.

ABSTRACT
This study investigated the effect of classroom environment and motivation improvement strategies on students’ learning outcomes in Integrated Science among Junior Secondary School students. The study adopted a quasi-experimental design using a non-equivalent groups pre-test post-test approach, with two intact classes randomly assigned as experimental and control groups. A total of 60 students participated in the study, 30 in each group. The experimental group was exposed to an intervention consisting of classroom environment modifications such as collaborative seating, science visual aids, and organized learning corners combined with motivation-enhancing strategies, including goal-setting, feedback, and group rewards, over a period of four weeks. The control group received normal classroom instruction without any modifications. Data were collected using a researcher-developed Integrated Science Achievement Test (ISAT) and a Student Motivation Questionnaire (SMQ), both administered as pre-tests and post-tests. Data analysis involved descriptive statistics (mean, standard deviation) to determine pre- and post-test performance, paired-samples t-tests to examine within-group changes, and independent-samples t-tests to assess differences in gain scores between experimental and control groups. Correlation analysis was conducted to explore the relationship between changes in motivation and learning outcomes. The findings revealed that students in the experimental group demonstrated significant improvement in Integrated Science scores from pre-test to post-test compared with the control group. Additionally, motivation levels in the experimental group increased significantly, and a positive relationship was observed between increased motivation and learning gains. These results suggest that deliberate modifications to classroom environment, coupled with motivation-enhancing strategies, can significantly improve students’ learning outcomes in Integrated Science. The study re

ABSTRACT
This study examined the effects of individualised learning on academic learning strategies among Higher education students in West Bengal. In response to varied student profiles and rapidly evolving academic contexts, personalised learning—which emphasises learner autonomy, individual needs, and adaptable teaching strategies—has become a prominent educational paradigm. The review emphasised how self-regulation, inspiration, and active engagement are fostered by individualised learning techniques, which impact students' deep, superficial, and strategic learning approaches. Conventional teacher-centred pedagogies, examination-oriented practices, and sociocultural expectations still shape students' learning habits in West Bengal. However, there is potential to revolutionise academic learning techniques through the progressive integration of learner-centred pedagogies, flexible curriculum, and technology-enabled individualised learning. The study highlighted how, when matched with students' institutional and cultural contexts, individualised learning may promote critical thinking, deeper knowledge, and autonomous learning. This conceptual study emphasised the importance of striking a balance between conventional educational principles and creative, individualised techniques to improve learning outcomes by synthesizing available material. The results indicated that to promote meaningful and long-lasting academic learning techniques among West Bengal higher education students, context-sensitive, individualised learning implementation is crucial.

ABSTRACT
Bangladeshi university faculty members are nowadays expending multi sustainable teaching pedagogy through their endeavour to set the environment of English as second languages (ESL) for the target learners to speak with inclusive norms overcoming provincial challenges and competition. This study reconnoitres the teaching Pedagogy in tertiary English education, focusing on semi-structured interviews with 50 faculty members from public, private as well as globally connected former Bangladeshi university teachers. The results determine wide-ranging sustainable teaching methods those extending from eclectic, lecture information-based, and technology-driven methods to communicative language teaching (CLT), content-based instructions (CBI), learners-centered approaches includes task-based language teaching (TBLT), open-discussion and group discussion technique, flipped classrooms, information-based instructions (IBI), interactive, post-method approach, multimodal learning, eco-pedagogy and question-based innovative approach are commonly appreciated as more sustainable, as they foster learners’ autonomy, teamwork, and durable skills improvement. Besides updated approaches old version approach similarly grammar-translation (GT) method and lecture-based methods are also connected to dwindled engagement and satisfaction, displaying some potential problems in achieving up-to-date instructional expectations. The innovative research uncover some noteworthy decorations of teaching along with exclusively divulges sustainable pedagogy in Bangladesh rely on conforming institutional goals in liaison of the unavoidability of institutional elasticity in accelerating the sustainable English pedagogy.