ABSTRACT
As one of the core foundational courses for economics majors, the Microeconomics curriculum plays a critical role in laying the groundwork for subsequent specialized study. In actual teaching practice, three common phenomena have been observed: students lack enthusiasm for pre-class preparation, their participation in class discussions is low, and they lack sustained learning and reflection after class. An analysis of these phenomena reveals that the majority of students lack both intrinsic and extrinsic motivation for active learning. Furthermore, the absence of prior preparation means that students have few questions to raise in class; consequently, when asked questions by the instructor, they can only reflect briefly and struggle to develop systematic perspectives. Due to a lack of the habit of approaching problems from an economic perspective, students also find it difficult to spontaneously connect theory with practice after class. Therefore, this paper proposes teaching reform measures based on the problem-chain teaching method: by linking the knowledge points of each lesson into a problem chain, posing questions before class to stimulate students' curiosity, encouraging students to speak boldly during class, and encouraging them to supplement the problem chain after class to guide them toward continuous and in-depth learning.

ABSTRACT
As a classic auxiliary line construction approach, the segment cutting and extension method is widely adopted in geometric reasoning to convert problems about the quantitative relation of discrete line segments into proof tasks of congruent figures. This paper discusses the inherent logical rules of this method, sorts out its general thinking workflow, and proposes a taxonomy of transformation strategies indexed by the geometric transformation that the construction performs rather than by the appearance of the figure. Beyond the simple classification of problem types, this study further explores the cognitive barriers that learners usually encounter when applying the method, and compares this approach with other common auxiliary line techniques in geometric reasoning. Different from many existing discussions which only focus on case demonstration, this paper emphasizes the logical essence of geometric transformation rather than routine problem-solving skills. It also analyzes how this method reflects the core idea of the axiomatic geometry system, and provides corresponding suggestions for geometric reasoning guidance. The analysis shows that the value of segment cutting and extension lies not only in proving equal or multiple relations of line segments, but also in training learners to establish flexible association among angles, sides and graphic structures. This research can offer reference for the design of geometric reasoning activities and the exploration of transformation-oriented geometric thinking.

ABSTRACT
Amid educational reforms and increasing cultural diversity, developing preschool teachers’ multicultural education competency is essential to ensuring equitable participation and learning opportunities for young children. Through a systematic literature review and synthesis of research on multicultural education, early childhood learning environments, and the integration of cultural dimensions into early childhood curricula, this paper proposes a multicultural education competency framework for preschool teachers comprising six core components: (1) awareness of and respect for cultural diversity; (2) knowledge of culture, language, family, and community; (3) designing and implementing culturally responsive educational activities; (4) fostering an inclusive and equitable educational environment; (5) collaborating with families and communities; and (6) professional reflection and continuous pedagogical improvement. The paper delineates the core content and observable behavioral indicators of each component, while outlining strategic orientations for competency development through pre-service teacher education, in-service training, and classroom practice. Because this framework was developed on a theoretical basis without expert consultation or empirical validation, further research is warranted to assess its contextual validity and applicability across diverse early childhood education settings.

ABSTRACT
This study examined the relationships between the perceived phonological salience of Nigerian English-language fiction, reading performance and academic self-efficacy among senior secondary school students in Owerri, Nigeria. A correlational design was adopted; 120 senior secondary two (SS2) students were drawn from four public co-educational senior secondary schools through multistage sampling. Eight passages from four Nigerian novels were scored for alliteration, rhyme, rhythm and sound repetition by three raters (Fleiss' κ = .87). All students read the same four passages, selected to span the density range, and rated the salience of their sound patterning on a 16-item scale yielding four subscales and a composite. Reading performance was assessed through oral reading rate (words read correctly per minute) and oral reading accuracy on an unpracticed passage, and through a 20-item passage-based comprehension test; academic self-efficacy was measured with a 20-item questionnaire. Data were analyzed using descriptive statistics, Pearson's product-moment correlation and Fisher-z confidence intervals at the .05 level. Composite salience scores correlated positively with oral reading rate (r = .31, p = .001, 95% CI [.14, .46]), text comprehension (r = .27, p = .003, [.10, .43]) and academic self-efficacy (r = .22, p = .016, [.04, .38]), and oral reading rate correlated strongly with comprehension (r = .58, p < .001, [.45, .69]). All four null hypotheses were rejected. Rhythm was the numerically strongest correlate of every outcome, but Steiger's tests showed that no pairwise difference between features reached significance, and power for that question was approximately 27%. Because the design was correlational, the findings indicate association rather than causation; the single-zone sample, the use of one oral reading passage, the self-report predictor and unmodelled school-level clustering limit inference. The study recommends that English language teachers incorporate

ABSTRACT
University physical education classes routinely place students with no racket experience alongside students with years of club play, on the same court, under the same coach, in the same hour. Most lesson plans offer no explicit guidance on when a drill should be made easier or harder, so teachers improvise. This paper converts that improvisation into a repeatable instructional routine. Ideas from representative learning design, functional task difficulty and research on practice variability are combined into four teacher decisions: identifying the constraint that is actually limiting performance, adjusting the smallest constraint that helps, probing whether the improvement survives variation, and re-testing it once support is withdrawn. The paper offers a decision tool—observations, adjustments, stop-and-revise rules and outcome measures—designed for a mixed-ability class. It reports a worked forehand-depth example, a twelve-week progression, a ninety-minute lesson plan and a one-page recording sheet, and it distinguishes winning a rally in practice from genuine learning, stating explicitly when direct technical instruction is the better option. No participants were recruited and no effectiveness data are reported. The paper closes with falsifiable predictions and an evaluation design that accounts for crowded courts and fairness across ability levels.

ABSTRACT
This study investigated the relationship between textile creativity, entrepreneurial intentions, and sustainable fashion practices among undergraduate students in South–South Nigeria. The study adopted a quantitative survey design involving 412 students selected through stratified random sampling from four public universities offering creative arts-related programmes. Data were collected using a structured questionnaire validated by experts in art education and cultural studies, while reliability coefficients ranging from 0.81 to 0.89 were obtained using Cronbach’s Alpha. Descriptive statistics, Pearson Product Moment Correlation, multiple regression analysis, and Structural Equation Modeling were employed for data analysis at a 0.05 level of significance. Findings revealed that engagement in textile-based creative activities significantly enhanced students’ entrepreneurial intentions (β = .642, p < .05) and positively predicted sustainable fashion practices (R² = .58). Cultural knowledge and indigenous textile exposure also demonstrated significant influence on innovation capacity and market-oriented creativity among respondents. Furthermore, the study established a strong positive correlation (r = .71) between cultural textile engagement and entrepreneurial readiness. The results underscored the strategic role of textile creativity in promoting cultural sustainability, self-employment orientation, and environmentally responsible fashion production. The study concluded that integrating indigenous textile practices into contemporary creative learning strengthens both economic empowerment and cultural preservation among Nigerian youths. It was therefore recommended that universities intensify experiential textile training, entrepreneurship-driven creative programmes, and sustainability-focused cultural initiatives to enhance students’ innovation potential and global competitiveness in the fashion and creative industries.

ABSTRACT
Failure to build capacity carries the risk of being unable to meet the growing demands of the modern world. In this regard, continuing professional training serves as a powerful lever for skills development. Updating one’s knowledge and skills is imperative to avoid professional obsolescence and the inability to adapt to technological and organizational changes. How can training outcomes be transferred to professional situations, while focusing on the conditions that either foster or hinder their application within the specific job context ? This is the central focus of this study, which aims to analyze the perceptions and experiences of public sector employees regarding continuing training. A qualitative methodological approach was adopted to conduct research at two sites : the Quality and Evaluation Directorate and the Human Resources Directorate of the Ministry of Higher Education and Scientific Research. Thirty-one (31) individuals, comprising twenty-nine (29) public servants and two (2) senior administrators, participated in the study. Data collection techniques included semi-structured interviews, focus group discussions, and document analysis. The results indicate that the effectiveness of training is not limited to mere participation in sessions or participant satisfaction; it also requires the ability to mobilize the knowledge and skills acquired and apply them to professional practices.