Ministry of Higher Education

Oman’s recent introduction of Environmental Sciences as a new subject for students in the final two years of public schooling (Grades 11 – 12) offers a large‑scale example of how school‑level Earth Science education can be strengthened through collaboration between ministries, academic partners and educators. Developed by Cambridge University Press & Assessment in partnership with the Oman Ministry of Education, Environmental Sciences includes many geoscience topics, including atmospheric and climate science, energy and resource management, ocean sciences, and water security. Each of these global topics has been contextualised to Oman using relevant and up-to-date examples of initiatives related to the ambitions of Oman Vision 2040. The first cohort represents around one third of all Grade 12 learners in public schools and will graduate in 2026. Participation is expected to grow as the subject becomes fully embedded.The rapid nationwide implementation has been supported by a coherent suite of curriculum materials, textbooks, teacher‑training, and assessments. An important pedagogical development has been the expansion of outdoor learning throughout Oman and supporting schools to develop links with local environmental groups. This seeks to engage learners and to help them see the relevance of Earth Science to their immediate environment, whether that be arid interior deserts, urban centres, mountainous areas or the Oman and Arabian sea coastlines.This presentation will share insights from the development and implementation of Environmental Sciences, with early indicators of student engagement and learning, and reflections on how such large‑scale initiatives can contribute to national sustainability goals. By presenting this case study, we aim to contribute to the wider discussion on effective strategies, resources, and partnerships that can elevate Earth Science education and support a stronger international network of practice.

The pedological component of geodiversity represents a fundamental—yet often overlooked—aspect of the abiotic environment with profound implications for ecosystem functioning and the provision of essential ecosystem services. It is shaped by the complex interplay of lithology, hydrological regimes, relief and its ruggedness, climate, human activity, and time; soil systems mediate crucial ecological processes across spatial and temporal scales. Understanding these interdependencies is critical for sustainable natural resource management and biodiversity conservation. Even more so, soils and the processes related to them become vital when measuring, evaluating, and protecting geodiversity since they can promote groundwater recharge, nutrient cycling, organic matter decomposition, carbon storage, biomass, and food production and habitat provision. Soils provide opportunities for recreation and geotourism, and can contribute to landscape aesthetics. Hence, they are a direct link between abiotic and biotic nature. Given increasing threats from erosion, degradation, pollution, and other changes, this review synthesizes and reviews current research on the pedological component of geodiversity and its connections to hydrological, relief, and other processes. From this perspective, it highlights the need for integrative strategies that safeguard soil functionality and ensure the long-term provision of ecosystem services. By performing that, it provides directions for further discussion and inclusion of soils and their diversity within geodiversity evaluations.

Aim — This review synthesizes open-access evidence on Asian fermented foods, particularly Indonesian varieties, containing lactic acid bacteria (LAB) and Bacillus probiotics. Six health domains were considered: gut microbiota modulation, glucose metabolism, lipid regulation, bile-acid/energy signalling, anti-inflammatory activity, and gut-barrier integrity. Mechanistic pathways were mapped, notably SCFA→FFAR2/3→AMPK and BSH-mediated bile-acid remodelling→FXR/TGR5→GLP-1/energy, linking microbial activity to clinical outcomes. Methods — Systematic searches (2013-2025) were performed in PMC, ScienceDirect, Semantic Scholar, BioMed Central, PLOS, and MDPI for studies on tempeh, natto, kimchi, miso/doenjang, bekasam/peda, tempoyak, and isolated strains. Results — Evidence converged across domains: (1) gut microbiota shifted toward LAB/Bifidobacterium and SCFA producers; (2) modest glycaemic improvements (HbA1c, FBG, HOMA-IR) via SCFA-AMPK pathways; (3) lipid reductions (TC, LDL-C, TG) associated with BSH-driven bile-acid remodelling and FXR/TGR5-GLP-1 activity; (4) lower inflammation (CRP, cytokines) through NF-kB/MAPK suppression; (5) strengthened gut-barrier integrity (increased ZO-1/occludin/claudins). High-value microbe-food anchors included Lactiplantibacillus plantarum (kimchi/tempeh), Bacillus subtilis (natto), and Pediococcus spp. (bekasam/peda). Conclusion — Asian fermented foods provide culturally congruent dietary platforms that modestly improve glycaemia, lipid profiles, inflammation, and barrier health. Future priorities are head-to-head randomized trials of Southeast Asian ferments, strain-resolved reporting, matrix-aware dosing/duration, and shared biomarker endpoints.

This paper explores the comparative effectiveness of two literacy initiatives in Zimbabwe: The Early Reading Initiative (ERI) and the Teaching Handwriting, Reading, and Spelling Skills (THRASS) program. Given the critical importance of early literacy for lifelong learning and development, this study assesses each program's alignment with Zimbabwe's Heritage-Based Curriculum. Employing a desk study methodology, the analysis reviews policy documents, program manuals, and empirical studies to evaluate how effectively each initiative addresses linguistic diversity, cultural inclusivity, and scalability in diverse educational contexts. Findings indicate that while THRASS offers structured phonics instruction beneficial in urban areas, ERI's holistic approach integrating indigenous languages and community involvement emerges as the more effective model across varied socio-economic settings. The paper concludes with recommendations for policymakers, emphasizing the need for adaptable, culturally relevant literacy frameworks to enhance educational outcomes in Zimbabwe.

This article examines fundamental theoretical concepts explaining the nature of income inequality between specific population groups under capitalism. The problem of income inequality extends beyond economic discourse, acquiring a distinctly legal dimension. The effectiveness of income redistribution policies depends largely on the quality of the legal framework governing tax, social, and labor relations, and the level of institutional coherence among government bodies. Today legal mechanisms are crucial tool for ensuring social justice and sustainable development: they define the limits of state intervention in the economy, enshrine forms of social support, and guarantee equal opportunity. Research into legal and institutional mechanisms for reducing inequality is relevant worldwide, where the effectiveness of these instruments depends on their legal coherence and how well the principles of the rule of law are implemented. This article analyzes the experiences of developed and developing countries using various methods and mechanisms aimed at reducing income inequality. On this basis, a set of economic instruments and institutional and legal mechanisms has been established that are appropriate to apply in Kazakhstan to address existing income inequality issues, taking into account the specific features of the state structure of our country, level of socio-economic development and established national traditions.

Continuous professional development for lecturers, bolstered by government initiatives, is crucial for their ability to meet the changing requirements of the labour market. This research explored the effects and long-term viability of the Non-Degree Program for Polytechnic Lecturers (NDPKD) in Indonesia. The study employed both open- and closed-ended questionnaires to examine the program's impact on improving vocational education. A total of 512 lecturers from both state and private polytechnics took part in the study. The results indicated that the NDPKD program had a beneficial impact on the competencies of lecturers and fostered enhanced collaboration with industry partners. Participants indicated that their skills and knowledge had improved, resulting in more effective teaching practices and increased engagement with the industry. Nonetheless, a number of challenges arose, such as time constraints, variations in initial skill levels, and a lack of adequate institutional support. The constraints of time posed challenges for lecturers in fulfilling program requirements alongside their current responsibilities. Additionally, the diverse levels of competency highlighted the necessity for more customised training approaches. The lack of substantial institutional support significantly diminished the program's overall effectiveness. The study suggests implementing more adaptable scheduling options, creating tailored training programs, and enhancing the support systems within institutions. By focusing on these elements, we can improve the continuity and sustainability of the NDPKD program, thereby maximising its impact on vocational education in Indonesia.

تتناول هذه الدراسة تطبيق تقنيات الواقع المعزَّز (AR) في تدريس اللغة الإنجليزية والعلوم من قبل معلمي المرحلة الابتدائية قبل الخدمة. شارك في الدراسة أربعة وثلاثون معلماً متدرباً من الجامعة العربية الأمريكية في ورشة عمل مكثفة حول الواقع المعزَّز استمرت أربعة أسابيع، وتم اختيار أربعة منهم لإجراء ملاحظات صفية موسَّعة وتحليل مقاطع فيديو لتجاربهم التعليمية. اعتمدت الدراسة المنهج النوعي في إطار دراسة الحالة لاستكشاف آليات دمج الواقع المعزَّز، والأهداف التعليمية المقصودة، والتحديات والمكاسب المدركة. أظهرت النتائج أن استخدام الواقع المعزَّز أسهم في تعزيز التفاعل والدافعية والفهم المفاهيمي من خلال النماذج ثلاثية الأبعاد التفاعلية، والمحاكاة الواقعية، والتعلُّم القائم على الألعاب، والعمل التعاوني. كما شملت الأهداف التعليمية تعزيز الاستقصاء العلمي، ودعم أنماط التعلم المتنوعة، وتنمية الثقافة الرقمية. ومن أبرز التحديات التي واجهها المعلمون: المشكلات التقنية، وضيق الوقت، والعبء المعرفي الزائد، وضعف الدعم المؤسسي. وتؤكد الدراسة على مرونة الواقع المعزَّز التربوية عبر مختلف التخصصات، وتوصي بتوفير تدريب موجه للمعلمين، وتطوير البنية التحتية، ودعم السياسات التعليمية لضمان تبني تقنيات الواقع المعزَّز بفعالية وعدالة في التعليم الابتدائي.

Dynamical downscaling is an essential approach for bridging the gap between coarse-resolution global climate models and regional details required for climate impact assessment and sustainable development planning. Thailand, a climate-sensitive country in Southeast Asia, requires robust climate information to support its adaptation and resilience strategies. This study evaluated the Weather Research and Forecasting (WRF) model in dynamically downscaling selected Coupled Model Intercomparison Project Phase 5 (CMIP5) simulations over Thailand during the baseline period of 1976–2005. A two-way nested WRF configuration was employed, with domains covering Southeast Asia (36 km) and Thailand (12 km) in the model. Model outputs were compared with gridded observations from the Climatic Research Unit (CRU TS), and spatial variations were analyzed across six administrative regions in Thailand. The WRF successfully reproduces broad climatological patterns, including the precipitation contrast between mountainous and lowland areas and the north–south gradient of temperature. Seasonal cycles of rainfall and temperature are generally well represented, although systematic biases remain, specifically the overestimation of orographic rainfall and a cold bias in high-elevation regions. The 12 km WRF simulations demonstrated improved special and temporal agreement with the CRU TS dataset, showing a national-scale wet bias (MBE = +17.14 mm/month), especially during the summer monsoon (+65.22 mm/month). Temperature simulations exhibited seasonal derivations, with a warm bias in the pre-monsoon season and a cold bias during the cool season, resulting in annual cold biases in both maximum (−1.25 C) and minimum (−0.80 C) temperatures. Despite systematic biases, WRF-CMIP5 downscaled framework provides enhanced regional climate information and valuable insights to support national-to-local climate change adaptation, resilience planning, and sustainable development strategies in Thailand and the broader Southeast Asian region.

This study posits that moral governance, anchored in Islamic ethical principles, is a key factor of institutional outcomes within the basic education sector of the Ministry of Basic, Higher, and Technical Education (MBHTE) in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM). Basically, it investigated the extent to which educational leaders exemplify moral governance principles and tested its influence on institutional outcomes. Using a descriptive-correlational research design, data were gathered from 280 respondents, including school division superintendents, division supervisors and chiefs, school administrators, and teachers, through two sets of survey instruments. Descriptive statistics (mean, standard deviation) and inferential analyses (one-way ANOVA, Kruskal-Wallis H test, and multiple regression) were applied to treat the data. Results showed that moral governance was perceived to be highly evident, particularly in the domains of ethical decision-making, and compassion and service. Institutional outcomes were also rated high, with policy implementation emerging as the most prominent dimension. Multiple regression analysis indicated that all four moral governance dimensions significantly predicted institutional outcomes, implying their relevance in both administrative and instructional leadership contexts. While no statistically significant differences in moral governance were noted across schools divisions, the perceptual variance among respondent groups were apparent. On the contrary, institutional outcomes varied significantly across divisions which signifies context-specific governance dynamics. The study emphasizes that the integration of moral governance into educational leadership practices enhances stakeholder trust, supports organizational performance, and ensures policy alignment. These findings emphasize the transformative ability of values-based governance in pursuing an ethically and contextually grounded education system in BARMM.