ABSTRACT
Artificial intelligence (AI) is rapidly transforming classroom learning by offering personalised instruction, immediate feedback, and support for diverse learners. This opinion paper explores the dual nature of AI in education, highlighting its potential to enhance learning while also presenting significant risks, particularly the development of student dependence. The discussion examines how AI can improve engagement, facilitate metacognitive reflection, and assist teachers in managing instructional tasks, yet cautions that overreliance may undermine critical thinking, motivation, independent learning, and academic integrity. Ethical and systemic concerns, including data privacy, algorithmic bias, and equitable access, are also addressed as integral factors shaping AI’s impact. The paper further considers the pivotal role of teachers in mediating AI use, fostering digital literacy, and promoting responsible, critical engagement among students. Recommendations are provided for embedding AI thoughtfully into pedagogy, supporting teacher development, establishing institutional policies, and cultivating student competencies to balance technological innovation with learner independence. The paper concludes that AI’s educational value is contingent upon deliberate, ethically informed, and pedagogically grounded integration. When used thoughtfully, AI can enrich learning experiences without compromising the development of autonomous, reflective, and motivated learners. Ultimately, the discussion underscores that the effective use of AI in classrooms depends not solely on technological capability but on human guidance, intentional instructional design, and a commitment to nurturing independent cognitive and ethical capacities.

ABSTRACT
Gender identity is not a static concept; it changes over time. We need to accept and acknowledge that everyone deserves to be their authentic selves. Target 4 a of SDG 4 (Sustainable Development Goals) suggests the establishment of a gender-sensitive environment in educational institutions that will make students feel included, comfortable and safe. Education is recognised as a fundamental human right for all people in the Universal Declaration of Human Rights. The right to education is necessary for exercising other human rights. Unfortunately, even today, the transgender community continues to be one of India's most at-risk and disadvantaged social groups and is seriously lagging behind in all areas of human development indices, including education. In India, transgender students report high rates of victimisation and marginalisation inside educational institutions for various reasons, particularly due to ignorance of teachers, classmates, school staff and the authority. Such kind of victimisation has detrimental effects on their mental health. Understanding the existence of gender identities beyond the binary and discussing transgender, gender non-conforming, and non-binary identities in the classroom may foster an environment conducive to the development of all kinds of students. Therefore, the purpose of this article is to draw attention to the various difficulties in developing gender-inclusive classrooms and the formation of strategies to build the school as a safe and welcoming place for all students, irrespective of their gender identities. This is a qualitative study in which an inductive approach was adopted to explore the current research problem. Data was extracted from secondary sources such as various research articles, government reports, relevant websites, documentary videos, and news articles. After reviewing the existing literature, the study identified several barriers to establishing gender-inclusive school environments. It contributes to the ex

ABSTRACT
The rapid advancement of Artificial Intelligence (AI) in higher learning institutions has added increasing pace to the digital transformation in institutions all over the world. However, the current research is heavyweight on technological equipment and estimates of the learning, and algorithmic invention, but the scholars are saying little attention to strategic alignment of policy and/or institutional preparedness. The fragmentation shows a research gap which is relevant to the critical research in order to comprehend how universities accommodate national AI policy, institutional structure and capacity to bring about sustainable change. Closing this divide, this paper is a narrative PRISMA-based systematic review, which will help summarize the available literature on the subject of AI adoption and policy congruence in higher education. The analysis will be conducted on the basis of the reports listed in Scopus, the publications listed in Web of Science, the reports on the institutional policies, and the studies devoted to the technology research in higher education published 2015-2025. After the systematic identification, duplicates have been removed, abstracts were filtered, and filtering of the full-text eligibility was completed, 82 studies were eligible to be subjected to thematic synthesis. Four core domains are identified with the assistance of the thematic categorization and conceptual mapping to plan the analysis: AI implementation strategies, institutional readiness factors, strategic policy alignment mechanisms, and educational and organizational outcomes. Findings indicate that the national readiness to change including the level of technological advancement, compatibility with the national change agenda and institutional strategy, governance and loyalty are not projected to facilitate successful AI-based change. Lack of proper preparation and mis-fitting of policies is a tremendous constraint to the outcome of the transformation. The study relates to t

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.