These days’ educational landscape forces teachers to adapt to changing demands and embrace innovations. In this study, Artificial Intelligence (AI) literacy was analyzed as how it mediates the association between Computational Thinking Skills (CTS) and Organizational Agility (OA) among secondary teachers. A quantitative causal mediation analysis design was utilized in this study. Standardized AI literacy test, CTS Test, and OA test instruments were utilized to gather pertinent data among 305 respondents. The test instruments were first subjected to confirmatory factor analysis for model fitness. Path and mediation analysis through structural equation modeling revealed that CTS significantly predicts AI literacy, AI Literacy significantly predicts OA, and CTS significantly predicts OA. It was found out that AI literacy partially mediates the relationship between CTS and OA among teachers. This recommends that schools should conduct a comprehensive training program to enhance teachers' CTS and AI proficiency for schools' sustained agility. Keywords: AI literacy, computational thinking skills, organizational agility, structural equation modeling, mediation analysis

Science education is a key area of research, largely due to its inherent complexity and challenges. Various teaching methods have been developed to address these difficulties, which include the consensus classroom climate. However, no standardized tool has been created to evaluate the consensus within a classroom. This study aimed to develop and validate the Consensus Classroom Climate Inventory (CCCI), an instrument designed to measure the consensus climate of a classroom. The research was conducted in two phases: (1) initial item pool development based on an extensive literature review and (2) expert panel review for content validation. The resulting 29-item scale was pilot-tested with 120 freshmen students from a state university. Exploratory factor analysis using SMART-PLS yielded four distinct factors: Student Agency, Collaborative Learning Environment, Inclusive and Flexible Learning, and Student Autonomy. The final scale consisted of 23 items. Confirmatory factor analysis demonstrated strong factor loadings (>0.8) for all items, indicating good construct validity. Model fit indices suggested a generally good fit, though some indices indicated room for improvement. Reliability analysis revealed high internal consistency across all factors. The CCCI shows promise as a reliable and valid tool for assessing consensus classroom climate, though further refinement is recommended to enhance model fit. This instrument can assist educators in evaluating the consensus climate of Science classrooms and help educators enhance teaching to improve students’ Science learning. Keywords: consensus classroom climate, factor analysis, scale development, reliability test, validity test

This quasi-experimental study was conducted to determine the effect of Integrated Project Eureka Intervention (IPEI) on the Discourse Skills (DS) in English of Grade-11 Humanities and Social Sciences (HUMSS) students at Odiongan National High School. Two intact HUMSS classes were selected and assigned each to control and experimental groups, respectively. In determining the DS, a 20-item standardized assessment for communicative/discourse test was adapted from University of Louisville. T-test for independent samples was used to compare the mean pre-test scores in DS of the experimental and control classes. Analysis of Covariance was used to compare the post-test mean scores in DST between the two classes, using DST mean pre-test scores as covariates. Results of the investigation revealed that the IPEI was effective (η_p² = 0.4) in improving the discourse skills of HUMSS students. A longer period of experimentation to fully ascertain the dosage of the intervention and to test the intervention to different strands in the senior high school program are recommended.

This paper presents the design, development, and evaluation of the REDI Monitoring System, a web-based platform aimed at enhancing the management and monitoring of funded research projects at Romblon State University (RSU). The system provides streamlined functionalities for proposal creation, submission, collaborator management, and administrative oversight, tailored to the needs of both students and faculty members. The development process adhered to established software engineering standards to ensure robustness and usability. A comprehensive testing phase was conducted with 50 participants, including students and faculty, following the ISO/IEC/IEEE 29119 software testing framework. Results demonstrated high user satisfaction, with over 90% of participants finding the system user-friendly and reliable. Minor areas for improvement were identified in notification delivery and interface responsiveness for faculty users. The REDI Monitoring System presents an effective and efficient solution that supports RSU’s research administration processes, fostering greater collaboration and transparency in funded research activities.

This commentary explores maternal and child health (MCH) care within the context of the Seventh-day Adventist (SDA) faith, where health is viewed as a spiritual obligation. Rooted in the Adventist “health message,” maternal care emphasizes holistic wellness, preventive practices, and spiritual resilience. Faith-informed behaviors—such as vegetarianism, rest through Sabbath observance, and abstinence from harmful substances—contribute to favorable pregnancy outcomes and mental well-being. Adventist communities and institutions, like Loma Linda University Medical Center, integrate modern medical care with faith-based values, offering services such as nutritional counseling, childbirth education, and spiritual support. Emotional stability is further strengthened through prayer, church rituals, and pastoral care. While tensions may arise between religious beliefs and some public health interventions, Adventist models generally align with global health goals through their emphasis on prevention, community care, and whole-person healing. This perspective underscores the potential of faith-based frameworks to complement scientific approaches in maternal and child health care.

This study presents the design and development of a portable iontophoresis device intended to address excessive sweating and its physiological implications in both humans and animals. Hyperhidrosis, characterized by uncontrollable sweating, can interfere with thermoregulation and lead to significant emotional and social distress. While iontophoresis is a proven treatment for this condition, traditional devices are often bulky, reliant on AC power, and pose risks of electric shock. To address these limitations, a compact, rechargeable iontophoresis apparatus was developed. It features a USB-supported power system that allows for safe operation via DC sources such as power banks or vehicle USB ports but is still compatible with conventional AC chargers. The device includes a controller, prongs, removable electrodes, a foldable case, and a safety barrier to prevent direct skin contact during treatment. In addition to human therapy, this study explores the potential applications of these devices in animal ecophysiology. This study is limited to the engineering and design phases; no experimental or clinical testing was conducted on humans or animals. As such, while the device shows promise as a field-deployable, therapeutic tool, its efficacy and safety remain to be validated through future clinical and veterinary trials. The design also opens avenues for research into sweat-related responses in animals—such as dogs, cats, and horses—within the context of environmental and comparative physiology.