ABSTRACT
This study investigates the influence of students’ knowledge on English for Specific Purposes (ESP) learning outcomes among Vietnamese economics university students. Drawing on data originally collected for a doctoral dissertation, the article focuses on the composite construct of students’ knowledge, which integrates specialized vocabulary (TVCN), disciplinary knowledge (KTCN), and communicative English (TAGT). Reliability analysis confirmed strong internal consistency for all four scales (Cronbach’s alpha ranging from 0.833 to 0.929). Exploratory factor analysis demonstrated that the nine indicators of students’ knowledge loaded onto a single latent factor, explaining 57.3% of the total variance. PLS-SEM further established construct reliability (CR > 0.87) and convergent validity (AVE > 0.60). Structural equation modeling revealed a significant positive relationship between students’ knowledge and ESP learning outcomes (β = 0.30, p < 0.001), with students’ knowledge accounting for 15% of the variance in the outcomes (R² = 0.15). These findings highlight the pivotal role of specialized vocabulary, disciplinary content knowledge, and communicative English competence in shaping ESP achievement. The study contributes to ESP pedagogy and applied linguistics by underscoring the necessity of integrated knowledge development rather than isolated skill training. Practical implications for curriculum design and teaching practice are also discussed.

ABSTRACT
This study examines the civic engagement among secondary school students in Lakes State, South Sudan, with a critical analysis of the History Curriculum in public secondary education. A mixed-methods approach was employed, combining qualitative and quantitative data collection and analysis methods. The study was grounded in Social Cognitive Theory (SCT) and Critical Pedagogy Theory, which emphasize the importance of observing, imitating, and modeling behaviors, as well as critical thinking, dialogue, and problem-solving in the learning process. A case study design was used, with a sample of 120 history teachers and head teachers from 20 public secondary schools. Data was collected using survey questionnaires and semi-structured interviews with 15 Ministry of Education officials. Thematic analysis was used to identify themes and patterns in the data. The study found that the teaching of history curriculum in Lakes State faces numerous challenges, including lack of qualified teachers, inadequate resources, outdated curriculum, and limited history records. The study's findings suggest that history education can play a crucial role in promoting civic engagement among secondary school students. The study recommends that history education should be reformed to promote critical thinking, historical inquiry, and cultural diversity. Additionally, the study suggests that teachers should be provided with training and support to teach history in a more nuanced and contextualized way, and that community engagement and involvement in history education can help make the subject more relevant and meaningful to students' lives. The study employed a mixed-methods approach, combining qualitative and quantitative data collection and analysis methods. A case study design was used, with a sample of 120 history teachers and head teachers from 20 public secondary schools. Survey questionnaires and semi-structured interviews were used to collect data. The study's findings highlight the impo

ABSTRACT
Katika mazingira mbalimbali ya kijamii na ya kisiasa, balagha ni mkakati wa mawasiliano unaotumika kwa lengo la kushawishi. Utafiti huu ulilenga kuchanganua kwa kina sababu zilizosababisha matumizi ya balagha katika hotuba za wagombea wawili wa urais, wakati wa makongamano yao ya kitaifa ya wajumbe nchini Kenya, mwaka wa 2022. Wagombea hao walikuwa William Samoei Ruto na Raila Odinga. Nadharia ya Balagha ya Aristotle iliongoza utafiti huu. Ilisaidia mtafiti katika kutambua sababu za matumizi ya balagha, kama ilivyothibitika katika hotuba nne zilizowasilishwa. Data ya utafiti huu ilikusanywa kutoka kwa rekodi rasmi za hotuba hizo kutoka kwa mtandao wa YouTube. Mbinu ya usampulishaji wa kimakusudi ilitumika kuchagua hotuba za wagombea hawa kwa kuzingatia nafasi zao za kisiasa na ushawishi waliokuwa nao katika uchaguzi mkuu wa 2022. Hii ni kutokana na uzoefu wao wa muda mrefu katika siasa na nafasi yao ya kipekee katika uchaguzi mkuu wa mwaka 2022. Data ilichanganuliwa kwa njia ya kimaelezo. Utafiti uligundua kuwa balagha ilitumika hasa kwa nia ya kujenga imani, kugusa hisia, kuumua mihemko miongoni mwa wasikilizaji, kudhihirisha mantiki, kujenga imani mbele ya hadhira, kudhihirisha tajriba katika utekelezaji wa majukumu, kujinasibisha na hadhira, kuelekeza mtazamo wa hadhira na kushinda uchaguzi. Utafiti uligundua kuwa balagha ilitumika hasa kujenga imani ya wagombea, kugusa hisia na kueleza sera zao. Utafiti ulihitimisha kuwa balagha ina jukumu muhimu katika mawasiliano ya kisiasa na ushawishi wa hadhira lengwa.

ABSTRACT
This qualitative study looked into the views of graduate students from An-Najah National University about the implications of AI in strengthening interaction in e-learning settings. The research used semi-structured interviews with a purposive sample of ten students from different faculties who had prior exposure to online learning platforms and had a basic awareness of AI technologies. The results have shown that the participants largely viewed AI as an opportunity to foster academic interaction via means judged among others by adaptive learning systems, instant feedback, and interactive content. The interviewees also raised serious liabilities concerning data privacy, reliability of AI-generated outputs, and humans being taken out of the equation. Practical recommendations were also made by participants to bolster AI in education, such as further training for instructors and students, development of the teaching platforms, and enforceable policy regulations on AI. The way forward would be for universities to take an approach in considering technology and humanistic perspectives in a balanced way.

ABSTRACT
Competency-Based Education (CBE) is a didactic method based on five fundamental axes: Knowledge (knowledge), Know-How (skills), Know-How (attitudes in accordance with the environment), wanting to Do (motivation) and Being Able to Do (personal capacity). Based on this vision, the Faculty of Engineering of the Central University of Venezuela created the first degree program under this approach: Industrial Process Engineering. The different subjects of the curriculum aim to transmit both the knowledge contained in the knowledge syllabus and to develop the other four competencies mentioned above, with the virtual classroom serving as an instrument for the dissemination and strengthening of the five competencies associated with each course. The research work presented shows the results of a series of surveys prepared and disseminated in the virtual classroom between 2012 and 2023, where the students themselves value the use of ICT as tools to develop knowledge, thus having the presented work the purpose of showing if they help to enhance the learning of skills and concluding on the positive side of the use of electronic instruments. Methodologically, the work is based on the quantitative paradigm since, through the data obtained, the questions posed are answered.

ABSTRACT
Inclusive schools aim to provide quality education to all students, from kindergarten to secondary school, taking into account their individual characteristics and special educational needs. The reception and education of students with special educational needs requires formalization and regular monitoring. Inclusion has become a catchword in today's educational world, encompassing not only the integration into school of students with disabilities, but also of students from diverse backgrounds, whether cultural, socioeconomic or otherwise. The purpose of this exploratory study is to assess the barriers and opportunities for the implementation of the policy of school inclusion of children with disabilities in Cameroon from the point of view of the different actors directly involved in this policy. It was conducted with reference to Grounded Theory (Strauss & Corbin, 1990). The results reveal four main barriers: (a) equipment, infrastructure and care for children with disabilities, (b) teacher training, (c) the inadequacy of pedagogical practices with respect to the needs of students with disabilities, (c) the limits of Cameroonian government policies in implementing the right to education, and (d) stigmatizing representations and beliefs present in Cameroonian socie308-316 FTcty. The results show the conditions associated with the success of inclusive education, especially the human resources and the school environment that are necessary to implement inclusive education.

ABSTRACT
This systematic review explores the research trends of Creative Problem-Solving Ability (CPSA) of adolescents in school from 2010-2024, using the guidelines of PRISMA. The review considered 27 of the selected research literature found in databases of Scopus, Elsevier, ProQuest, and Sage. Findings suggest interest in CPSA continues to grow in academia for the years 2019-2021, and research utilizing quantitative methods (88.9%) and a cross-sectional design (63%) were most prevalent. Studies commonly utilized surveys as an approach to conducting research as well as random sampling to create the samples used. Studies primarily examined college level students, followed by elementary, and secondary. Although research on CPSA can be found in many countries, Indonesia touted the most research output on CPSA over the years, with India, and Turkey following. The review found collaborative learning models, project-based learning models, and seamless learning environments to be an effective means to increase CPSA. The review identified the lack of qualitative research focusing on CPSA, and the necessity of research that was culturally contextualized or included diverse populations. The review established the imperative role CPSA plays in developing critical thinkers, adaptability, and academic success in all learners, and demonstrated the need for further research inclusive of varied methodologies to further develop adolescents' creative capacities around the world.