Western Mindanao State University

Artificial intelligence (AI) is increasingly shaping educational practice, yet teachers’ attitudes remain divided, combining optimism about its benefits with apprehension about risks. Limited research has compared preservice and in-service teachers’ perspectives, particularly in the context of physical education (PE), where AI applications such as sports analytics, performance monitoring, and adaptive training are emerging. This study aimed to compare the attitudes of preservice and in-service teachers toward AI in education and to examine differences when they are grouped according to gender and socioeconomic status. A descriptive-comparative quantitative design was employed with 400 participants, comprising 200 preservice PE students preparing to become future teachers and 200 in-service teachers in public schools in the southern Philippines. Data were collected via a standardized survey measuring positive and negative attitudes toward AI, and the results were analyzed via weighted means, independent samples t tests, and one-way ANOVA. The overall mean of 3,11 indicated a neutral attitude toward AI. The respondents expressed positive views of AI’s potential to create economic opportunities, support well-being, and offer beneficial applications but also concerns about errors, ethical misuse, surveillance, and control. No significant gender differences were found, although moderate to large effect sizes suggested subtle variations. Socioeconomic status did not influence preservice teachers’ responses, but in-service teachers from higher-income groups reported stronger negative attitudes. A significant difference was observed between groups: preservice PE students demonstrated more positive attitudes, whereas in-service teachers expressed greater reservations. These findings highlight the need to embed AI literacy in PE curricula, strengthen professional development for in-service teachers, and promote equitable access to AI resources to ensure the balanced and responsible adoption of AI in education.

The rapid development of Islamic finance in Indonesia has generated a growing number of disputes requiring legal resolution based on sharia principles. Historically, such cases fell under the jurisdiction of general courts, creating uncertainty for Muslim litigants. The enactment of Law No. 3/2006 fundamentally redefined the authority of Religious Courts by granting them exclusive jurisdiction over sharia economic disputes, including those related to Islamic banking, insurance, and financial contracts. This study aims to analyze how this authority is exercised in practice, with a specific focus on the Religious Court of Sumenep as a case study. Using a socio-legal and qualitative approach, the research draws on primary data from court decisions and interviews, complemented by secondary legal sources. The findings demonstrate that the Religious Court of Sumenep has effectively applied its expanded mandate, resolving disputes with greater accessibility and cultural legitimacy for Muslim litigants. However, challenges remain, particularly in judicial capacity and technical expertise in complex financial transactions. The study contributes to the discourse on judicial reform in Muslim-majority contexts, highlighting the need for continuous capacity building and institutional support to strengthen the role of Religious Courts in promoting legal certainty and advancing the Islamic economy in Indonesia

Artificial intelligence (AI) has increasingly transformed education, with ChatGPT emerging as a widely used tool that supports student learning, collaboration, and research. Despite its promise, concerns remain regarding its usefulness, ethical implications, and potential for AI-related anxiety among learners. This study aimed to investigate the factors influencing ChatGPT use, AI anxiety, and learning satisfaction among preservice teachers. Specifically, it examined perceived ease of use, perceived usefulness, interaction with ChatGPT, information quality, interaction quality, collaborative learning, and learning motivation and their relationships with ChatGPT use, AI anxiety, and satisfaction. A descriptive-quantitative design was employed, utilizing survey questionnaires administered to 169 preservice teachers across five teacher education programs. The data were analyzed via descriptive statistics and Pearson correlation. The findings revealed that most constructs were rated at moderate levels, except for learning motivation, which was high, and perceived usefulness, which was weak. ChatGPT use was strongly positively correlated with learning motivation, whereas learning satisfaction was significantly related to information quality, collaborative learning, and motivation. AI anxiety was generally low but influenced how preservice teachers engaged with ChatGPT, often with caution and validation of outputs. The study concludes that while AI anxiety does not prevent ChatGPT adoption, it shapes how preservice teachers evaluate and engage with the tool. Structured training, clear guidelines, and collaborative learning opportunities are recommended to enhance perceptions of usefulness, promote responsible adoption, and strengthen learning satisfaction in teacher education.

The rapid acceleration of technology, sociopolitical changes, and environmental pressures challenge existing ethical frameworks. This paper explores the ethical concerns arising from AI, biotechnology, and big data, such as privacy, accountability, and equitable access. These technologies risk compromising privacy, perpetuating biases, and widening the digital divide. Emphasizing stakeholder engagement and integrating traditional and faith-based frameworks, the article calls for ongoing ethical reflection and adaptive governance to ensure technology benefits human dignity, inclusivity, and sustainability.

The English language enables clear communication between service providers and international travelers from different linguistic backgrounds. Its widespread use enhances guest satisfaction, facilitates cross-cultural understanding, and supports the global competitiveness of tourism destinations. This exploratory study examined the perceptions of tourism hiring managers about English language confidence and self-presentation in relation to employability in the industry. Hiring managers (n = 25) were purposively sampled to be interviewed. Hiring managers perceived fluent English speakers as socially adaptable, and capable of adjusting communication styles to suit clients of different cultural backgrounds, which encourages inclusive and respectful interactions. Confident English speakers were also considered more effective in persuading clients, addressing inquiries, and closing sales, all of which are vital for guest satisfaction and business outcomes. In addition, those who communicated clearly in English were better at managing guest complaints, showing empathy, and solving problems independently. Applicants who appeared confident, spoke fluently, and carried themselves professionally made stronger first impressions and were seen as more competent. Their manner of speaking reflected their skills, preparedness, and alignment with the service standards expected in the tourism industry. Consequently, institutions must prepare students to meet these evolving expectations as hiring managers increasingly prioritize communication competence and professional demeanor. Enhancing English fluency not only improves individual job prospects but also supports the broader goal of providing high-quality, culturally responsive tourism services. Professionals who can present themselves confidently and communicate effectively across cultures will be essential for maintaining service excellence and strengthening organizational reputations.

This essay investigates the gap between nutrition policy and practice in Filipino public schools, focusing on how teachers and students engage with school nutrition programs. Despite well-designed policies like the School-Based Feeding Program (SBFP) and integrated nutrition education, practical challenges such as lack of equipment, inadequate data tracking, and logistical issues hinder effective implementation. Teachers often take on multiple roles beyond instruction to support child health, while community involvement through school gardening initiatives enhances nutrition promotion. The study underscores the need for better training, resources, and multisectoral collaboration to align policy with classroom realities, ultimately improving student health and learning outcomes.

Recognizing the critical importance of aligning educational curricula with established standards, this study aimed to determine the similarities and differences in the Grade 9 economics concepts between the Philippine K to 12 and new MATATAG Social Studies Curricula and their alignment with the National Center on Education and Economy (NCEE) standards. Using a qualitative approach as a research method, it analyzed two (2) important documents, the K to 12 and MATATAG Social Studies curricula. Content analysis was employed to categorize and analyze the gathered data. The findings revealed that the K to 12 Curriculum demonstrates clearer alignment with NCEE standards across various topics while the MATATAG Curriculum does not adhere closely to the full scope of NCEE standards and focuses its concept on a locally relevant economic situation. Based on the results of the comparison, it is highly recommended that MATATAG Curriculum should be subjected to change depending on the future demands, innovations and changes in our economic sphere (Elo & Kyngas, 2007).

The native chicken industry has a high potential for the country’s economic growth. However, the mortality rate among native chickens is high, and reduced egg production. Knowing the contributing indicators is highly beneficial to the poultry farm. Aside from diseases brought by other birds, environmental factors also contribute to the stress of the layers. Integrating wireless sensor networks (WSN), the Internet of Things (IoT), and CCTV into the pen to gather environmental data and record layer activities benefits the poultry housing the layers. The average ammonia gas level is between 0.5 and 1 PPM, below 25 PPM. However, the pen temperature from 10 AM to 4 PM is between 30°C and 34°C, which is above the 18°C -29°C chicken house temperature recommended by the Department of Agriculture. The high temperature hampers the layers’ activities, and they tend to sit more. The log observations will aid the poultry farm management in improving the pen.

This essay explores how frequent consumption of fast food and junk food affects physical health, academic performance, and workplace productivity. It emphasizes the critical role of informed dietary choices and nutrition education in promoting long-term wellness, especially in schools and professional settings.