iosr-JRME   Volume-16 ~ Issue-4 ~ Jul. – Aug. 2026

Paper Type	:	Research Paper
Title	:	Teacher Attitudes Toward AI in Mass Communication Education: A Systematic Review
Country	:	Vietnam
Authors	:	Tran Thi Thanh Huong
	:	10.9790/7388-1604040105

Abstract: Artificial intelligence (AI) is increasingly transforming both educational practice and the professional landscape of mass communication, raising questions about how educators perceive its integration into teaching and learning. This systematic review examined whether teachers hold positive attitudes toward using AI in mass communication education. A systematic search involving 21 targeted keyword searches and one citation-graph search....

Keywords: Artificial Intelligence; Teacher Attitudes; Mass Communication Education; AI In Education; Communication Education; Systematic Review.

[1]. Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval Practice Consistently Benefits Student Learning: A Systematic Review of Applied Research in Schools and Classrooms. Educational Psychology Review, 33(4), 1409–1453. https://doi.org/10.1007/s10648-021-09595-9
[2]. Ahmed, S. (2025). Beyond Human Teachers: Post-Humanist Perspectives on AI, Cultural Inequities, and Educational Transformation. Journal of Posthumanism, 4(3). https://doi.org/10.63332/joph.v4i3.1816
[3]. Akpan, I. J., Kobara, Y. M., Owolabi, J., Akpan, A. A., & Offodile, O. F. (2025). Conversational and generative artificial intelligence and human–chatbot interaction in education and research. International Transactions in Operational Research, 32(3), 1251–1281. https://doi.org/10.1111/itor.13522
[4]. Brandão, A., Pedro, L., & Zagalo, N. (2024). Teacher professional development for a future with generative artificial intelligence – an integrative literature review. Digital Education Review, (45), 151–157. https://doi.org/10.1344/der.2024.45.151-157
[5]. Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The Promises and Challenges of Artificial Intelligence for Teachers: A Systematic Review of Research. TechTrends, 66(4), 616–630. https://doi.org/10.1007/s11528-022-00715-y

Paper Type	:	Research Paper
Title	:	Responses to Face-Attacking Acts: A Case Study of the Television Series “Ozark”
Country	:	Vietnam
Authors	:	Nguyen Thi Phuong Nhung
	:	10.9790/7388-1604040611

Abstract: This study investigates response strategies to face-attacking acts in the television series Ozark, drawing on the response framework proposed by Culpeper et al. (2003). The study combines qualitative analysis with descriptive statistics of frequencies and percentages. The findings reveal that the characters employ four main response strategies: defensive countering, offensive countering, acceptance, and not responding (silence). Defensive....

Keywords: impoliteness, face, face-attacking act, response strategy

[1]. Bousfield, D. (2008), Impoliteness in interaction, John Benjamins Publishing Company, Amsterdam.
[2]. Brown P., & Levinson. S. C. (1987), Politeness: Some universals in language usage, Cambridge University Press.
[3]. Culpeper, J. (1996). Towards an Anatomy of Impoliteness. Journal of Pragmatics, 25, 349-367
[4]. Culpeper, J., Bousfield D., & Wichmann, A. (2003). Impoliteness revisited: With special reference to dynamic and prosodic aspects. Journal of Pragmatics. Vol, 35: 1545-1579.
[5]. Culpeper, J. (2005). Impoliteness and entertainment in the television quiz show: The Weakest Link. Journal of Politeness Research: Language, Behaviour, Culture 1: 35- 72

Paper Type	:	Research Paper
Title	:	Knowledge and Attitude towards Social Media Use in Online Learning among College Teachers with regard to Gender, Academic Stream and Age Group
Country	:	India
Authors	:	Bhupender Kumar || Sonia
	:	10.9790/7388-1604041219

Abstract: This study investigates response strategies to face-attacking acts in the television series Ozark, drawing on the response framework proposed by Culpeper et al. (2003). The study combines qualitative analysis with descriptive statistics of frequencies and percentages. The findings reveal that the characters employ four main response strategies: defensive countering, offensive countering, acceptance, and not responding (silence). Defensive....

Keywords: impoliteness, face, face-attacking act, response strategy

[1]. Abdalwahid Ahmed, A., Mazhar Jafr, M., Ahmed Hama Saeed, M., Omer Ali, A., Faraj Mahmood, B., Naib Muhammad, S., & Azad Abdullah, S. (2022). The Impact of Social Media on the Interaction Between Students and Teachers at the University of Halabja. Journal of Philology and Educational Sciences, 1(1), 27-37.
[2]. Afroz, R., Islam, N., Rahman, S., & Anny, N. Z. (2021). Students‘ andteachers‘ attitude towards online classes during COVID-19 Pandemic: A Study on three Bangladeshi government colleges. International Journal of Research in Business and Social Science (2147-4478), 10(3), 462-476.
[3]. Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human behavior, 56, 93-102.
[4]. Artino, A. R., Rupp, A. A., & Pasupathi, M. (2017). Online Learning: it is all about teacher engagement! In R. P. T. F. M. Bernard (Ed.), Teaching, cognitive, and motivational aspects of instructional psychology (pp. 21-38). Springer.
[5]. Baek, Y., Zhang, H., & Yun, S. (2017). Teachers‘ attitudes toward mobile learning in Korea. TOJET: The Turkish Online Journal of Educational Technology

Paper Type	:	Research Paper
Title	:	The influence of the Teacher’s Mode of Assessing Learners on the Implementation of Competency Based Curriculum in Private Primary Schools in Kirinyaga Central Sub-County, Kenya
Country	:	Kenya
Authors	:	John Mugo Njeru || Prof. Richard Peter Kimiti || Dr. Stephen Munguti
	:	10.9790/7388-1604042026

Abstract: The purpose of this research paper is to present the findings of a study that investigated the influence of the teacher’s mode of assessing learners on the implementation of Competency Based Curriculum in private primary schools in Kirinyaga Central Sub-County in Kenya. The study employed a descriptive study design to collect data from the head teachers and lower primary school teachers in the private schools offering the Competency Based Curriculum...

Keywords: Competency Based Curriculum (CBC), teachers, mode of learner assessment, curriculum implementation, educational reforms, assessment rubric

[1]. Acquah, P. C., Frimpong, E. B. & Borkloe, J. K. (2017). The Competency Based Training (CBT) concept of teaching and learning in the Technical Universities in Ghana: Challenges and the Way Forward. Asia Pacific Journal of Contemporary Education and Communication Technology, 3(2), 172-182.
[2]. Andiema, N. (2020). Teachers Competencies in Evaluation of Competency Based Curriculum among Special Needs Learners in Kenya. Global Journal of Educational Research Vol 19, 2020 135-145.
[3]. Cooper, D.R & Schindler, P.S. (2003). Business Research Methods, 8th Edition. McGraw-Hill Irwin, Boston.
[4]. Creswell, J. W. (2009). Research design: qualitative, quantitative, and mixed methods approach. 3rd ed. University of Nebraska-Lincoln: SAGE Publications, Inc
[5]. Gross, N. (1971). Implementing Organizational Innovation. A Sociological Analysis of Planned Education Changes. New York: Basic Book Inc.

Paper Type	:	Research Paper
Title	:	How does generative AI influence creativity and creative learning in arts education?
Country	:	Vietnam
Authors	:	Ma Thi Van Ha
	:	10.9790/7388-1604042731

Abstract: Generative artificial intelligence (GenAI) is increasingly integrated into arts education, raising important questions about its capacity to support creativity while potentially reshaping students’ creative processes and agency. This systematic review examines empirical evidence on how GenAI influences creativity and creative learning across arts-related educational contexts. The review synthesized studies published between 2022 and 2026 across visual arts, music, design, creative writing, and related creative disciplines. The findings reveal a complex pattern...

Keywords: generative artificial intelligence; creativity; creative learning; arts education; pedagogical scaffolding; systematic review

[1]. Abdulmajid, M., Alali, N., & Alsharrah, A. (2026). Collaborating with Machines: Generative AI as a Catalyst for Creative Development in Digital Art Education. Digital Education Review, (49), 114–132. https://doi.org/10.1344/der.2026.49.114-132
[2]. Baltà-Salvador, R., Brasó-Vives, E., & Peña, M. (2026). Evaluating AI-assisted creative ideation: A crossover study in higher education. Thinking Skills and Creativity, 59, 101958. https://doi.org/10.1016/j.tsc.2025.101958
[3]. Basty, R., Kropczynski, J., & Halse, S. (2025). Exploring Higher Education Faculty Insights on Generative AI in Creative Courses. Journal of Information Technology Education: Research, 24, 018. https://doi.org/10.28945/5546
[4]. Bian, C., Wang, X., Huang, Y., Zhou, S., & Lu, W. (2025). Effects of AI-generated images in visual art education on students’ classroom engagement, self-efficacy and cognitive load. Humanities and Social Sciences Communications, 12(1), 1548. https://doi.org/10.1057/s41599-025-05860-2
[5]. Casacuberta, D., & Guersenzvaig, A. (2025). Disembodied creativity in generative AI: Prima facie challenges and limitations of prompting in creative practice. Frontiers in Artificial Intelligence, 8, 1651354. https://doi.org/10.3389/frai.2025.1651354.

Paper Type	:	Research Paper
Title	:	Effectiveness of a Program to Promote Reflective Thinking among Higher Secondary Students
Country	:	India
Authors	:	Veena Kulkarni || Sophia Gaikwad
	:	10.9790/7388-1604043239

Abstract: Reflective thinking is considered a crucial aspect for deep and effective learning as it promotes active engagement and personal responsibility towards the learning process. With this factor in mind, this research aimed to design an educational intervention that would promote reflective thinking skills among higher secondary students and examine its effectiveness. The research design used was experimental, for testing the effectiveness...

Keywords: Higher secondary learners, reflective thinking, reflection levels, critical reflection, habitual action, reflection.

[1]. Bermúdez, J.-P., & Felletti, F. (2021). Introduction: Habitual Action, Automaticity, and Control. In Topoi (Vol. 40, Number 3, pp. 587–595). Springer Science and Business Media B.V. https://doi.org/10.1007/s11245-021-09754-1
[2]. Chang, B. (2019). Reflection in learning. Online Learning, 23(1), 95–110.
[3]. Chen, M., Hwang, G. J., & Chang, Y. Y. (2019). A Reflective Thinking-Promoting Approach to Enhancing Graduate Students’ Flipped Learning Engagement, Participation Behaviors, Reflective Thinking and Project Learning Outcomes. British Journal of Educational Technology, 50(5), 2288–2307. https://doi.org/10.1111/bjet.12823
[4]. Deringöl, Y. (2019). The relationship between reflective thinking skills and academic achievement in mathematics in fourth-grade primary school. International Online Journal of Education and Teaching (IOJET), 2019(3), 613–622. http://iojet.org/index.php/IOJET/article/view/532
[5]. Hidayat, N., Usodo, B., & Saputro, D. R. S. (2020). Reflective Thinking Ability of Junior High School Students of 2 Pleret Viewed from Self-Confidence. International Journal of Multicultural and Multireligious Understanding, 7(8), 117. https://doi.org/10.18415/ijmmu.v7i8.1818

Paper Type	:	Research Paper
Title	:	Influence of Principals’ Communication on Vocational Identity Development Among Public Secondary School Students in Tana River County, Kenya
Country	:	Kenya
Authors	:	Maro Johnson Japhet || Dr. Paul Kirigia || Mr. Benjamin Mwawasi
	:	10.9790/7388-1604044049

Abstract: Communication is a central managerial function through which school principals articulate institutional goals, provide career information, facilitate feedback, and create social conditions in which learners can explore and clarify their future occupational identities. This article examined the influence of principals’ communication on vocational identity development among students in public secondary schools in Tana River County, Kenya. The article was developed......

Keywords: principals’ communication, vocational identity, career guidance, secondary schools, educational leadership, Tana River County

[1]. Adegoke, A., & Oladipo, O. (2021). Leadership practices and vocational training outcomes in Nigerian secondary schools. African Journal of Educational Management, 23(2), 45–62.
[2]. Almeida, A., et al. (2023). [Reference as cited in the source thesis on supportive school leadership communication and career development].
[3]. Chanda, M., & Mulenga, M. (2021). Leadership practices and vocational training in Zambian secondary schools. Zambian Journal of Education, 7(1), 45–60.
[4]. Government of Kenya. (2023). Kenya Vision 2030.
[5]. Johnson, R., Smith, L., & Williams, K. (2021). Principal communication styles and vocational development in U.S. secondary schools. Journal of Career Development, 48(3), 345–360..

Paper Type	:	Research Paper
Title	:	Parental Participation in School Functions and Academic Performance of Students in Public Secondary Schools in Mvita Sub-County, Mombasa County, Kenya
Country	:	Kenya
Authors	:	Emily Maria Ifedha || Dr. Paul Kirigia || Mr. Benjamin Mwawasi
	:	10.9790/7388-1604045060

Abstract: Parental participation in school functions provides an important interface through which families and schools communicate, coordinate educational expectations, and demonstrate support for learners. This article examined the influence of parental participation in school functions on academic performance among students in public secondary schools in Mvita Sub-County, Mombasa County, Kenya. The article was developed from the second objective......

Keywords: parental participation, school functions, academic performance, parent-school partnership, secondary schools, Mvita Sub-County, Kenya.

[1]. Adelabu, M. A., & Mncube, V. S. (2023). Narratives of parents’ participation in school activities and learners’ academic performance in South African schools. Educational Studies, 49(2), 234–251. https://doi.org/10.1080/03055698.2021.1889995
[2]. Akuezuilo, E. O., Osakwe, R. N., & Chikwature, W. (2021). Perceived parental involvement in school activities and academic achievement of students in selected secondary schools in Delta State, Nigeria. Journal of Educational Research and Practice, 11(1), 89–104.
[3]. Alfred, T., Mesfin, G., & Desta, A. (2023). Evaluating the influence of parental involvement on students’ academic performance in secondary schools: Evidence from Ethiopian secondary schools. International Journal of Educational Development, 98, Article 102745. https://doi.org/10.1016/j.ijedudev.2023.102745
[4]. Ali, S., Akram, B., & Naz, A. (2023). Students’ academic performance in relation to parenting styles and socioeconomic status: A correlation study. Journal of Family Studies, 29(2), 678–695. https://doi.org/10.1080/13229400.2021.1922345
[5]. Amponsah, M. O., Milledzi, E. Y., Ampofo, E. T., & Gyambrah, M. (2018). Relationship between parental involvement and academic performance of senior high school students: The case of Ashanti Mampong Municipality of Ghana. American Journal of Educational Research, 6(1), 1–8. https://doi.org/10.12691/education-6-1-1

Paper Type	:	Research Paper
Title	:	Analyse Approfondie Sur La Formation Des Enseignants Du Systeme LMD EN RDC
Country	:
Authors	:	xxx
	:	10.9790/7388-1604046168

Abstract: En théorie, le système LMD promeut une approche par compétences avec une évaluation continue et formative, mais sa mise en pratique se heurte à des défis majeurs, comme le montre plusieurs.....

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