Digital Learning & Media

Scaffolding is a well-established approach to education to maximise student learning outcomes. The premise of this paper is that there is a need for formal, scaffolded road safety education (RSE) which can be delivered in schools in Australasia. This paper supports the education system as being expert in matching human growth and developing scaffolds on which to build learning stages and presents arguments to show that an RSE scaffold can and should be drawn up. Schools can provide a structured in-class and real world learning experiences within that scaffold, which, with suitable communication, can be backed up by the home and the broader community. An integrated RSE scaffold across primary through secondary schooling is currently lacking in Australasia, but could be readily integrated in current school curricula. This paper calls for such developments and welcomes further debate and implementation of next steps to achieve this.

This study investigated librarians’ skills and the use of social media for promoting library resources and services in university libraries in the South-South region of Nigeria. The study was guided by three research questions and was anchored in Rogers’ Diffusion of Innovation Theory; the study employed a descriptive survey design. The population comprised 149 librarians drawn from 11 universities: University of Benin, Ambrose Alli University Ekpoma, All Saints Seminary Opoji, John Harris Benin City Library, Delta State University Abraka, Dennis Osadebay University, Federal University of Petroleum Resources Effurun, Federal University Otuoke, International Institute of Tourism and Hospitality Yenagoa, University of Africa Toru-Orua, and Rivers State University Port Harcourt. These included 5 state, 2 federal, and 4 private universities. The entire population was studied using a convenience sampling technique. Data were collected with a structured questionnaire, Librarians’ Skills and Use of Social Media for Promotion of Library Resources and Services (LSUSMPLRSQ), and analyzed using frequency, percentage, and mean. Findings revealed that librarians possessed considerable social media skills, especially in content creation and curation. Instagram, WhatsApp, YouTube, and Google+ emerged as the most widely used platforms for resource promotion. The study concluded that librarians are effectively leveraging social media to enhance visibility and access to library services, though continuous professional development is necessary to sustain digital engagement. Universities should adopt a unified strategy to enhance librarians’ digital skills and increase student use of library resources.

The building construction industry is currently on the pathway to digitalization in line with the ongoing fourth industrial revolution. However, builders have been quite slow in aligning with the digitalization pathway due to lack of adequate understanding of digital innovative skills. This study aims to develop digital skills needed by builders to become enterprising in the building construction industry. Survey research design was adopted for the study. Two research questions and hypotheses were used to carry out the study. The population for the study comprised 115 male & female practicing builders from some selected building construction industry in South-east states of Nigeria. Structured questionnaire was used to deduce respondent’s perception about digital innovative skills needed for constructing smart buildings. The internal consistency of the questionnaire was determined by the use of Cronbach alpha reliability test which yielded a value of 0.76. Data generated were analyzed using mean to answer research questions. T-test was used to test the hypotheses at probability level of 0.05. findings from the study revealed that BIM, IoT, BSM and data analytics are among the chief digital skills needed by builders to align with the digitalization of building construction industry. The findings further suggested that builders with possession of digital innovative skills promises to stay enterprising in the building construction industry. The study recommended that training opportunities on acquisition of digital skills relevant to the building construction industry should be sought for by all practicing builders in Nigeria to address the evolving dynamics in the built environment.

Background Presently, models of professional development aimed at supporting teachers’ technology integration efforts are often short and decontextualized. With many schools across the country utilizing standards that require students to engage with digital tools, a situative model that supports building teachers’ knowledge within their classrooms is needed. Purpose of Study The purpose of this study was to examine how teachers’ instructional planning and delivery, as well as their perceptions of their proficiency with technology integration, changed when they participated in a model of technology-focused professional development titled the Technology Integration Planning Cycle Model of Professional Development. The researchers also examined the relationship between students’ (N = 1,335) digital literacy skills and teachers’ participation in the Technology Integration Planning Cycle Model of Professional Development. Program The TIPC Model of PD comprised whole-group professional development sessions, long-range planning, access to instructional coaches, professional learning communities, digital tool resources, observations with reflections, and a comprehensive project website. Research Design This mixed-methods study combined numerous quantitative and qualitative data sources and data analysis techniques to answer the research questions. Pre- and posttest comparisons were used to examine changes in students’ digital literacy skills and changes in teachers’ perceptions of their pedagogical expertise for integrating digital technology. Daily diaries, classroom observations, interviews, and field notes were analyzed to understand the role of the professional development in teachers’ instructional planning and their perceptions of their proficiency. Findings Results indicate that students in classrooms with participant teachers performed significantly better on a digital literacy assessment, the Survey of Internet Use and Online Reading, than did control group students. Selective exposure to digital tools, professional learning communities, and opportunities for reflection were the most transformative elements of this model for teachers. Teachers were better prepared to envision their roles in the classroom and the purposes for integrating technology because of the TIPC framework. Conclusions The results of this study provide important implications for professional development, particularly in regard to (1) providing a model in which to ground discussion and application of technology integration; (2) situating digital tools within context-driven instruction; and (3) using multiple modes of teacher engagement.

The purpose of this research was to determine the influence of socio-demographic variables on conflict management among library staff in federal universities in South-South, Nigeria. Arising from the four specific objectives achieved, four research questions were raised and four null hypotheses formulated. Literature review was based on the variable stated in the work. Ex-post facto design was adopted for the study. The population of the study comprised of 695 library staff in federal universities in South-South, Nigeria. Stratified and simple random sampling techniques were used to select the universities and the library staff for the study. A total of 400 library staff were selected using Yamane (1964) sample determination formula. The instrument for data collection was a questionnaire entitled “Sociodemographic Variables and Conflict Management Questionnaire (SDVCMQ)”. 10 items were constructed in line with the dependent variable of the study. Out of 405 questionnaires given, 400 were collected and used. To establish the reliability of the instrument, the instrument was administered to twenty (20) library staff in University of Cross River State (UNICROSS), in Calabar, Nigeria; using Cronbach’s Alpha reliability method with a coefficient of .95. Oneway analysis of variance, independent t-test and multiple regression analyses were used for testing the hypotheses at .05 level of significance. The results of the study revealed that there is significant influence of age, marital status, and income level on conflict management among library staff. The results also showed that gender do not significantly influence conflict management among library staff. Based on the findings, it was recommended among others that: the age of those to be engaged as library staff should be taken into consideration to enhance effective conflict management; administrators should not be biased or use gender as yardstick for employment or handling sensitive positions for effective conflict management.

This study examined the overview of how individuals in their respective teams operated and contributed to their organization.This study also identified the salient characteristics of how the respondents made progress as leaders in their respective faculties or departments towards identifying directions for innovative future practice through levels of professional training and length of service in an organization.The significant finding of this study is that it identified the salient criteria of progress making among the Malaysian university staff.Therefore, in general, this study could strengthen the role and responsibilities of Malaysian university staff as leaders.In particular, it will enhance the awareness among university staff pertinent to the leadership role towards their contribution to innovative initiatives.Moreover, the results of this study will be useful to examine the strengths and weaknesses of the university staff when contributing to innovative initiatives.This study employed the survey method purported to explore university staffs' views pertinent to the criteria of making progress as leaders.The instrument used for this study was adopted and adapted from the questionnaire of 'Are We Making Progress as Leaders?' by the Baldrige Criteria for Performance Excellence.Stratified-random sampling was employed to determine the samples representing the population of lecturers in the study, involving 123 lecturers in one of the local universities in Malaysia.The main method employed to analyze the data is descriptive and inferential statistics.This study found that the respondents have the propensity in emphasizing customer focus criteria, followed by leadership.Thus, this indicates that customer focus criteria and leadership are the two areas which were perceived by the respondents to be of the greatest importance in making progress as leaders.Conversely, operational force criteria have the lowest mean.The findings of the study proved that significant difference at the p<.05 level occurred for four criteria namely Strategic Planning, Customer Focus, Result and Innovative category in terms of length of service.Likewise, in terms of levels of professional training, there was also a significant difference at the p<.05 level for Leadership, Customer Focus, Work Focus and Operational Force Criteria.Relatively, the actual difference in mean scores for levels of professional training was higher than mean scores for the length of service.In terms of relationship between the professional training level and the length of service among the university staff towards innovation, findings showed that there was only a significant relationship between the professional training level and the length of service of 4 -6 years among the university staff (Likelihood Ratio= 28.500, df=12, p< 0.5).The rest of the groups based on the length of service showed that there was no significant relationship with the professional training level towards innovation.Moreover, results of the study on directional measures depicted that the relationship for the length of service of 4-6 years with professional training level among the university staff is quite weak with eta=0.07.Leadership criteria were perceived as vital criteria in making progress as leaders.This stems from the fact that good organisation management lies on the shoulders of the key leaders who illuminate the path to be followed by the group members.

The COVID-19 pandemic has changed the online learning process from offline to online. One of the references for measuring digital literacy levels is to directly observe the learning process that occurs using platforms that support distance learning. The purpose of this study was to analyze the digital literacy skills of elementary school students in the use of distance learning media and analyze the understanding of digital media of elementary school students in the use of distance learning media. The method used is qualitative with a phenomenological design. Data collection techniques using interview techniques, field observations, and documentation. The data validity technique uses source and technique triangulation. At the same time, the data analysis technique uses an inductive step. The results showed that the students of SD N 1 Brajan had a good level of digital literacy; students knew the benefits of digital media used as learning media, such as understanding the help of the media features used for practical benefits. Meanwhile, in applying digital media, students can also use it as a learning medium. This is because students are used to using these media in everyday life. In contrast, some students have difficulty applying digital media because they have the reason that the cellphones they use are still alternating with their parents, so the infrequent use of digital media will affect students' digital literacy skills. Teachers can make efforts to improve students' digital skills by providing learning media that can provide additional learning in the use of learning media that are foreign to students.

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

Digital literacy direct learners towards innovative, creative and transformational learning in the 21st century. It is one of the core competency in the Competency Based Curriculum. The objective of this study was to assess the availability of ICT infrastructure in public primary schools to develop learners’ digital skills. Constructivist learning theory guided the study. Concurrent embedded mixed method was used. A population of 5713 was targeted for study where a sample of 571 respondents composed of 8 head teachers, 78 teachers and 485 grade six learners were selected. Stratified random, simple random and purposive sampling procedures were used to select the study sample. Data collection instruments included interviews, questionnaires, focused group discussion and observation schedule. Descriptive statistics were used to analyse quantitative and qualitative data. Some of the key findings of the study were majority of public primary schools in Kasipul lack internet connectivity and only 32.1% have computer labs. The results further indicated that teachers have basic knowledge and skills in digital literacy. However, only 23.2% of teachers have been trained in digital literacy. The study recommends that Ministry of education in collaboration with Ministry of Information and Communication Technology enhance internet connectivity in all primary schools to support implementation of digital literacy to develop learners’ digital skills

PurposeThis paper aims to analyze the relationship between professional identity and the training of nurses in the context of change. Specifically, this study aims to focus on two research questions: first, how do nurses experience their professional identity? Second, will professional training have an effect on nurses' developing identity?Design/methodology/approachData were obtained from 173 nurses in a Portuguese hospital. Respondents had to evaluate the degree of importance they gave to several variables about professional identity and training. For data analysis and reliability, the variables were classified using factor analysis. Subsequently, the retained factors and variables underwent multiple regression analysis.FindingsResults indicate that nurses consider they have their own identity, which differentiates them from other health professionals, although they feel their work still lacks socio‐professional recognition, which hinders their autonomous intervention within the multi‐disciplinary team.Research limitations/implicationsThe sample for the study was self‐selected from one hospital, which may limit the generalization of some of the findings and points to the need to resort to larger samples. This study allowed the formation of some measures that can contribute to the value and benefits of nurses' professional training in the Portuguese health system.Originality/valueResearch on professional identity has been relatively scarce. Taking into account the relevance of the research topic for the nursing profession, the study's findings show that identity is of some consequence in nurses' professional training.

Enrichment clusters engage students and facilitators in student-driven, real-world learning experiences. Grouped by interest, students working like practicing professionals apply advanced content and methods to develop products and services for authentic audiences. Clusters are scheduled during the school day over an extended period of time and involve all students. This updated second edition of Enrichment Clusters provides the rationale for including this important enrichment program for all students, suggestions for creating buy-in, and a step-by-step guide for successful implementation of a self-sustaining enrichment cluster program within the context of specific schools. Included are staff development activities, suggestions for evaluation and program improvement, guidelines for developing high quality cluster experiences for teachers and students, suggested resources, and everything one needs to develop, implement, and sustain a top-quality enrichment cluster program.

Digital literacy encompasses a wide range of skills, including managing risk and one’s online identity, accessing, organising, and presenting information, and interacting and connecting with others through the use of technology and systems. Proficiency in using novel technologies and discernment in selecting the best suitable tool for a given task are essential skills that will prepare students for the swiftly evolving digital workplace [Edith Cowan University]. The study’s goals were to find out how teachers feel about their own need for digital knowledge and creativity., as well as which tehsils have training in digital literacy and which tehsils don’t. Anyone in that tehsil who doesn’t know about digital literacy and its classes will need to be taught about them (JISC (2014). Functional skills are the transferrable knowledge and abilities in English, math, and ICT (information and communication technology) that enable people to function successfully, self-sufficiently, and with confidence in both their personal and professional lives (lead academy 2022). the capacity of pupils to handle informational problems in an information society by using digital technology, communication tools, and/or networks in an acceptable manner (Rockman, Smith, 2005). To investigate the relationship between digital literacy and functional skills, while examining the mediating role of ICT self-efficacy.to explore the interplay between digital literacy and functional skills, with a specific focus on understanding how ICT self-efficacy mediates this relationship. Looking into how digital learning tools and personal creativity can work together. The study was quantitative, and a questionnaire was used as the main tool. The population was made up of 1,000 teachers from area Kott Addu’s primary schools. A form was used to get quantitative data. The collected data was looked at by figuring out the percentages. In area Kott Addu, tests were done as a pilot. An expert’s view and Cronbach alpha were used to judge the questionnaire’s validity and reliability.

Введение. Эколого-экономическая подготовленность менеджера производства к профессиональной деятельности понимается как интегративное качество личности, базирующееся на его мотивационно-ценностном природоохранном воззрения, эколого-экономической направленности, эколого-экономической культуре специалиста. Данная подготовленность позволяет менеджеру эффективно управлять производственными процессами с учётом экологической устойчивости и оптимального использования ресурсов, определять взаимосвязь между экономическими и экологическими факторами производственных процессов, находить оптимальные пути развития предприятия, где эти два аспекта сбалансированы; снизить влияние производства на окружающую среду, повысить эффективность и конкурентоспособность предприятия, что содействует его социально-экономической стабильности в долгосрочной перспективе. Необходимо приложить все усилия в научной, психологической и педагогической сферах на совершенствования традиционных методик и внедрения инновационных технологий, которые ориентированы на формирование эколого-экономической подготовленности менеджера производственной сферы к профессиональной деятельности, нового типа эколого-экономической направленности личности специалиста, управленческиерешение которого задают вектора дальнейшего сбалансированного эколого-экономического развития конкретного промышленного региона. Современные образовательные программы практически лишены ноосферной ориентации содержания профессионального обучения. Острое противостояние целого ряда предметных облас-тей, обусловленное тематической принадлежностью к естественно-научной или гуманитарной сфере знания, привело к чёткому разграничению учебной дисциплины и научной области, к которой данная дисциплина непосредственно относится. Научный поиск гармоничного пересечения экологии и экономики в профессиональном образовании, не нарушающий принципов естественно-научного и гуманитарного методологических начал, является важной образовательной задачей педагогической науки, обусловленной спецификой сложившейся современной ситуации неустойчивости эколого-экономического общественного развития. Материалы и методы. Был применён синергетический комплекс методов, включающий: онтологический анализ, системныйанализ, понятийно-терминологический анализ, прогностическую экстраполяцию, абстрагирование, рефлексивное педагогичес-кое моделирование, аналогию, синтез, проектирование. В процессе исследовательской работы применялись эвристические методы, которые использовались при противоречивости и сложности учета воздействия интегрированных факторов в связи со сложностью структуры объекта исследования, а также в условиях значительной неопределенности поведения объекта в будущем. Результаты. Результатом эколого-экономической подготовки менеджера производства (МП) является его эколого-экономическая подготовленность к профессиональной деятельности. В статье представлена классификация основных потребностей современного МП, проанализирован эколого-экономический потенциал некоторых дисциплин учебных планов специальности 38.03.02 — «Менеджмент» (бакалавриат) и 38.04.02 — «Менеджмент» (магистратура), представлены возможности регионализации содержания профессиональной менеджмент-подготовки. Обсуждение. Учет региональной специфики к проектированию содержания эколого-экономической подготовки МП предполагает интегрированное использование региональных научных психолого-педагогических ресурсов с целью формирования кадрового ресурса, подготовки профессиональных высококвалифицированных специалистов, готовых систематически приобретать профессионально-значимые знания, умения, навыки, компетенции, творчески их использовать и создавать новое знание, применять в профессиональной деятельности инновационные технологии, не нарушающие хрупкий баланс в системе «производство-окружающая среда-экономика». Заключение. Содержательно-смысловое пространство феномена «интегративная эколого-экономическая подготовка менеджера производства», отражая интеграцию экологической и экономической подготовки в процессе получения профессиональногоменеджмент-образования, представляет собой системный, ассоциативный, прогностичный педагогический феномен, помогающий сформировать эколого-ориентированную личность будущего специалиста, способного к внутренним изменениям и позитивным (конструктивным) изменениям окружающей среды. Актуален и значим учет регионального аспекта эколого-экономической подготовки менеджера производства, подразумевающий активизацию потенциала различных видов практики, стажировок, научно-исследовательской деятельности обучающихся в процессе формирования эколого-экономической подготовленности менеджера производства. Ключевые слова: регионализация эколого-экономической подготовки МП; регион; региональное развитие; онтологическая дидактика; непрерывное профессиональное образование. Основные положения: – уточнен категориальный аппарат эколого-экономической подготовки МП в системе непрерывного профессионального образования; – представлена классификация основных потребностей МП промышленного региона; – в статье проанализирован эколого-экономический потенциал некоторых дисциплин учебных планов специальности 38.03.02 — «Менеджмент» (бакалавриат) и 38.04.02 — «Менеджмент» (магистратура), представлены возможности регионализации содержания профессиональной эколого-экономической менеджмент-подготовки. Introduction. The ecological-economic readiness of a production manager for professional activity is understood as an integrative quality of a person, based on his motivational and value-based environmental protection view, ecological and economic orientation, and ecological and economic culture of a specialist. This readiness allows a manager to effectively manage production processes taking into account environmental sustainability and optimal use of resources, determine the relationship between economic and ecological factors of production processes, find optimal ways of enterprise development, where these two aspects are balanced; reduce the impact of production on the environment, increase the efficiency and competitiveness of the enterprise, which contributes to its socio-economic stability in the long term. It is necessary to make every effort in the scientific, psychological and pedagogical spheres to improve traditional methods and introduce innovative technologies that are focused on the formation of ecological and economic preparedness of a manager of the production sphere for professional activity, a new type of ecological and economic orientation of a specialist’s personality, whose management decisions set the vectors of further balanced ecological and economic development of a specific industrial region. Modern educational programs are practically devoid of the noospheric orientation of the content of professional training. The acute confrontation of a number of subject areas, due to the thematic affiliation with the natural sciences or humanitarian sphere of knowledge, has led to a clear distinction between the academic discipline and the scientific field to which this discipline directly relates. The scientific search for a harmonious intersection of ecology and economics in professional education, without violating the principles of natural science and humanitarian methodological principles, is an important educational task of pedagogical science, due to the specifics of the current modern situation of instability of ecological and economic social development. Materials and methods. A synergetic set of methods was applied, including: ontological analysis, system analysis, conceptual and terminological analysis, predictive extrapolation, abstraction, reflexive pedagogical modeling, analogy, synthesis, and design. In the process of research work, heuristic methods were used, which were used in the case of inconsistency and difficulty in taking into account the impact of integrated factors due to the complexity of the structure of the object of study, as well as in conditions of significant uncertainty of the object's behavior in the future. Results. The result of the ecological-economic training of the production manager is his ecological and economic preparedness for professional activity. The article presents a classification of the basic needs of a modern production manager, analyzes the ecological and economic potential of some academic disciplines of the curricula of the specialty 38.03.02 — “Management” (bachelor's degree) and 38.04.02 — “Management” (master's degree), presents the possibilities of regionalization of the content of professional management training. Discussion. Taking into account regional specifics in designing the content of environmental and economic training of production manager involves the integrated use of regional scientific psychological and pedagogical resources with the aim of forming a human resource, training professional highly qualified specialists who are ready to systematically acquire professionally significant knowledge, skills, abilities, competencies, creatively use them and create new knowledge, apply innovative technologies in professional activities that do not disturb the fragile balance in the “production-environment-economy” system. Conclusion. The content-semantic space of the phenomenon of “integrative ecological-economic training of a production manager”, reflecting the integration of ecological and economic training in the process of obtaining professional management education, is a systemic, associative, predictive pedagogical phenomenon that helps to form an ecologically-oriented personality of a future specialist capable of internal changes and positive (constructive) changes in the environment. It is relevant and significant to take into account the regional aspect of ecological-economic training of a production manager, implying the activation of the potential of various types of practice, internships, research activities of students in the process of forming the ecological-economic preparedness of a production manager. Keywords: Regionalization of ecological-economic training of MP; Region; Regional development; Ontological didactics; Continuous professional education. Highlights: The categorical apparatus of ecological and economic training of managers of the production sector in the system of continuing professional education has been clarified; The classification of the basic needs of managers of the production sector of the industrial region is presented; The article analyzes the ecological and economic potential of some academic disciplines of the curricula of the specialty 38.03.02 — “Management” (bachelor's degree) and 38.04.02 — “Management” (master's degree), presents the possibilities of regionalization of the content of professional ecological and economic management training.

This study explores the impact of Digital Storytelling (DST) and video blogging (vlogging) on enhancing English language proficiency, specifically in speaking and writing, among university students in Pakistan. Despite English being the primary medium of instruction in higher education, many students struggle with fluency and writing skills, limiting their academic and professional opportunities. The research employs a mixed-methods approach, combining quantitative pre- and post-tests with qualitative interviews, to assess the effectiveness of DST and vlogging. The findings show significant improvements in both speaking and writing abilities in the experimental group, which engaged with DST and vlogging, compared to the control group using traditional learning methods. Students reported increased confidence, motivation, and engagement, with digital tools providing a more dynamic and real-world learning experience. This research underscores the potential of incorporating DST and vlogging into language curricula, particularly in Business English, to enhance communication skills. The study has significant implications for language teaching, suggesting the integration of digital tools in higher education to promote more effective and engaging learning environments.

This study investigated the correlations between learning inquiry strategies and knowledge retention among Grade 6 learners in District 2 of Maramag, Bukidnon, for the 2024-2025 school year. Specifically, it evaluated the level of various learning inquiry strategies—questioning techniques, hands-on activities, scaffolding and guidance, authentic materials, and reflection—and their impact on learners' knowledge retention. A descriptive-correlational research design was used, with 256 learners selected through simple random sampling. Data were analyzed using mean, standard deviation, and Pearson product-moment correlation. Findings revealed that questioning techniques and hands-on activities were rated high, while scaffolding, authentic materials, and reflection were rated very high. This highlights the effectiveness of interactive, practical, and real-world learning experiences in fostering student engagement and understanding. Additionally, knowledge retention among learners was high, suggesting that diverse and active learning methods support effective retention. A significant correlation was found between inquiry strategies and knowledge retention, underscoring the value of combining questioning, hands-on activities, structured guidance, authentic materials, and reflective practices. These findings suggest that incorporating a variety of evidence-based instructional strategies can enhance student engagement and improve knowledge retention, making them valuable tools for teachers aiming to optimize learning outcomes.