The development of higher-order thinking skills (HOTS) remains a paramount educational objective worldwide, yet its realization in resource-constrained and geographically isolated rural settings continues to face formidable systemic, pedagogical, and sociocultural barriers. This study introduces the REAP-HOTS Model, a multi-level, context-sensitive framework specifically designed to guide the cultivation of HOTS in Philippine rural elementary schools. Employing a methodologically rigorous systematic review that adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the research synthesized evidence from 150 global studies and 111 Philippine-localized studies spanning empirical investigations, policy evaluations, and theoretical expositions published between 2005 and 2026. The resulting framework delineates four deeply interdependent and recursively interactive layers: the Systemic and Community Layer, the Professional Capacity Layer, the Pedagogical Practice Layer, and the Rural Learner Layer. Grounded in Bronfenbrenner's Ecological Systems Theory, Vygotsky's Social Constructivism, and Freire's Critical Pedagogy, the model demonstrates that effective HOTS cultivation demands systemic coherence, culturally responsive pedagogies that leverage indigenous knowledge systems and linguistic pluralism, sustained transformative professional development for educators, and holistic attention to learner cognitive, affective, and socio-emotional needs. The study further proposes a phased five-year district-level implementation roadmap, providing policymakers, curriculum designers, school leaders, and educators with an actionable and evidence-based blueprint to operationalize equitable cognitive skill development. By foregrounding the unique sociocultural realities of marginalized rural learners, the REAP-HOTS Model offers a comprehensive, glocalized pathway to transform rural educational landscapes into enabling environments that empower Filipino children for critical thinking, lifelong learning, and meaningful civic participation.

Abstract This paper offers a comparative analysis of the Special Educational Needs Coordinator (SENCo) role or equivalent, across Sweden, England, Ireland and Austria. Framed by Bronfenbrenner's Ecological Systems Theory, the study investigates how inclusive education is characterised in policy and practice, and how the SENCo role is defined, enacted and supported within each jurisdiction. A hybrid methodological approach, combining a Most Similar Systems Design (MSSD), document analysis and the Walt and Gilson Policy Triangle, enabled analysis across the ecological system. Findings reveal that national policies vary considerably in how inclusion is defined and operationalised. The SENCo role is consistently complex and multi‐layered, though its status, statutory recognition and professional preparation differ markedly. England and Sweden offer formalised structures, whereas Ireland and Austria lack explicit policy recognition, leading to inconsistent school‐level enactment. Across countries, rising specialist provision, diagnostic cultures and governance pressures generate contradictions that SENCos must navigate, positioning the role within a wider wicked problem of inclusive education. The paper argues that the SENCo role should be understood as a central integrative figure within educational ecosystems, rather than a sole agent of inclusion and calls for coherent alignment across system layers and sustained policy and professional investment to support inclusive schooling.

This study aimed to explore perceived changes in the eating behavior of children with overweight and obesity following a nutritional intervention, considering the perspectives of children and their families participating in a specialized health promotion program. This qualitative study included five children aged 7 to 12 years and four family members enrolled in the ProSaúde Kids Program in southern Brazil. The study comprised three stages: initial semi-structured interviews; nine interactive nutritional workshops conducted from July to November 2024 with active family participation; and final interviews after the intervention. Recordings were transcribed and analyzed in ATLAS.TI® using the collective subject discourse approach, guided by Bronfenbrenner's Ecological Systems Theory. The intervention was associated with reported changes in perceptions and eating practices. Families described greater involvement of children in food decisions, perceived reductions in consumption of ultra-processed foods, and reported reorganization of eating routines. Children expressed increased critical awareness of food-related media content and greater appreciation of body diversity. Improvements in the quality of homemade school snacks suggested meaningful family engagement, even in the absence of direct school involvement. The workshops were described as encouraging reflection and supporting changes in attitudes and practices. Overall, the findings indicate potential positive shifts in eating behavior, greater awareness of food choices, and enhanced family participation in the behavior-change process.

Parental involvement plays a crucial role in the social, emotional, and academic development of children, particularly in inclusive rural Foundation Phase classes. However, in rural areas, teachers often face challenges working with learners of varied abilities, especially when parents are not actively involved in their children's education. This lack of involvement hinders the effectiveness of teaching and learning, which can be exacerbated by limited resources in rural inclusive schools. The purpose of this study is to explore the significance of parental involvement as a strategy to support children in inclusive rural Foundation Phase classes. It seeks to understand how teachers can effectively engage parents, despite obstacles such as poverty, unemployment, low literacy levels, and geographic barriers, which all contribute to reduced parental involvement. The study is underpinned by Bronfenbrenner's Ecological Systems Theory and Bourdieu’s Social Capital Theory. These frameworks provide insight into the complex dynamics that influence parental involvement and the potential for parents to act as vital support systems for their children’s education. A qualitative case study design within an interpretivist methodological paradigm was employed. Purposeful sampling allowed the selection of teachers with more than three years’ experience and parents of learners in the foundation phase classes. Data collection methods included focus group interviews and document analysis, and the findings were analyzed using descriptive thematic analysis. The results indicate that parental involvement in inclusive rural Foundation Phase classes is insufficient, primarily due to socioeconomic and educational challenges faced by parents. Consequently, this research recommends the implementation of context-specific strategies to promote more active and meaningful parental involvement, thereby enhancing educational outcomes for learners with diverse needs.

Abstract This study explored teachers' experiences in teaching pupils with hearing impairment in inclusive primary schools in Tanzania. It was guided by the Systematic Approach for Adapting the Learning Environment model of inclusion and Bronfenbrenner's Ecological Systems Theory. The study examined how the classroom environment, resources and systemic factors affect the inclusion of pupils with hearing impairment. A qualitative research approach and multiple‐case study research design were employed, involving 18 participants across four inclusive primary schools. Data were collected through semi‐structured interviews, classroom observations and document reviews and were analysed thematically. The findings revealed that teachers faced significant challenges in teaching pupils with hearing impairment within inclusive classrooms. These challenges were categorized into three main areas including; (a) educational system‐related challenges, including the rigidity of the competence‐based curriculum and limited curriculum adaptation; (b) resource‐related challenges, such as shortages of trained teachers, interpreters and assistive materials and (c) pupil‐related challenges arising from diverse learning needs and multiple disabilities among pupils with hearing impairment. The findings indicate that although inclusive education policies exist in Tanzania, classroom realities reveal inadequate preparation and support for effective inclusion. The study concludes that inclusive education for pupils with hearing impairment remains largely symbolic without systematic adaptation of learning environments, adequate resources and teachers' competencies. It recommends government efforts to strengthen teacher training in sign language, invest in assistive technologies and adapt curricula and assessments to cater to the learning needs of pupils with hearing impairment. These measures would ensure that inclusion becomes meaningful, equitable and aligned with both national policy commitments and global standards for inclusive education.

Assessing multilevel association of genderism on cognitive health of older adults across mesosystems and microsystems using the longitudinal aging study in India: An adaptation of the ecological systems theory and cumulative disadvantage/advantage framework.

This study aims to explore how eco-theology can be integrated into Natural and Social Sciences (IPAS) learning as a framework for fostering primary school students' understanding of the relationship between humans and the environment. Using a library research approach, this study reviewed various literature on environmental education, ecotheology, and science learning to identify patterns, conceptual trends, and the potential for integrating spiritual values into IPAS. The results of the study indicate that ecological relationships, context-based learning experiences, and the instilling of moral-spiritual values are important elements in effective environmental education. These findings were then analysed using Bronfenbrenner's Ecological Systems Theory and eco-theological principles to formulate an integrative model that connects ecological experiences across various student development systems with key eco-theological values, such as ecological monotheism, khilafah, amanah, and mīzān. The model emphasises that integrating ecotheology can shift IPAS learning from a purely cognitive focus to a more holistic, transformative learning process rich in ethical and spiritual values. This research provides a conceptual contribution to the development of ecotheology-based IPAS learning and offers practical guidance for teachers in designing learning that is relevant, contextual, and oriented towards strengthening long-term ecological awareness

Adolescents and young adults with cancer have distinct developmental and psychosocial needs that require care models bridging pediatric and adult oncology systems. While survival outcomes have improved, there is growing recognition of the need to strengthen coordinated care, psychosocial support, and survivorship services. In Ontario, regional and community-based cancer programs play a central role in delivering accessible care and are well-positioned to support adolescents and young adults closer to home. However, variation in infrastructure, workforce capacity, and system-level coordination influences how developmentally appropriate oncology care is implemented. Existing literature has focused on tertiary and specialty centers, highlighting the need to leverage and strengthen regional systems, providers, and community resources to support high-quality adolescent and young adult cancer care. This study aimed to explore how structural barriers and supports shape the experiences of adolescents and young adults with cancer, their caregivers, and health care providers (HCPs) in accessing and navigating regional cancer care in Ontario. An exploratory qualitative study was conducted between July 2024 and March 2025, guided by Bronfenbrenner's Ecological Systems Theory and a social constructionist orientation. Semistructured interviews were conducted with 14 participants (adolescents and young adults, caregivers, and HCPs) in Southwestern Ontario. Participants were recruited through purposive sampling. Data were analyzed using reflexive thematic analysis. Trustworthiness and rigor were strengthened through reflexive team discussions and audit trail documentation. A total of 2 adolescents and young adults, 6 caregivers, and 6 HCPs were interviewed. Youth were in their early 20s and represented different cancer diagnoses. Most caregivers (n=5) were mothers, and HCPs had 2-20 years of experience. Six key themes were generated: (1) structural gaps in coordinated care, (2) reliance on individual champions, (3) developmental and environmental misalignment, (4) barriers to youth engagement and autonomy, (5) gaps in psychosocial, palliative, and survivorship support, and (6) local system enablers. Participants described fragmented care poorly suited to adolescents' and young adults' needs. Care environments often defaulted to child- or adult-oriented models, limiting autonomy and engagement. Psychosocial, palliative, and survivorship supports were unevenly available, particularly during transitions off treatment. Despite these challenges, local satellite clinics and community organizations reduced travel burden, fostered continuity, and provided long-term emotional and financial support. Adolescent and young adult cancer care in regional settings is delivered within evolving systems adapting to youth's developmental and psychosocial needs. Our findings suggest that targeted investments in workforce development, coordinated communication structures, and age-appropriate care models can further enhance regional capacity to support adolescents and young adults across the cancer trajectory. By shifting from reliance on informal solutions toward more structured, team-based approaches, regional programs can build resilient, youth-responsive systems that promote high-quality, equitable adolescent and young adult cancer care. RR2-10.2196/76877.

Intellectual Disability (ID) is a serious life-long disability and significant public health issue that arises pre-birth or during the developmental stage. It impairs intellectual, social functioning and adaptive abilities, and is one of the most common impairments among children. Under-resourced areas such as Khayelitsha in Western Cape, South Africa, have a high prevalence of ID and face immense structural, practical, and belief-related barriers to accessing ID biopsychosocial support. In collaboration with Western-trained healthcare practitioners, traditional healers within the community can contribute towards alleviating these barriers. This qualitative study utilised a phenomenological methodological approach and Bronfenbrenner's Ecological Systems theory to explore traditional healers' perspectives on collaborating with Western-trained healthcare practitioners to provide synergised ID support. We conducted 25 semi-structured interviews and one focus group discussion with traditional healers. We analysed 11 individual interviews and the focus group using Braun and Clarke's six-step method for thematic analysis. Seven key themes were identified and divided into barriers and facilitators of collaboration. Barriers were divergent healing practices, systemic disparities, and biases against traditional healers. Facilitators were building rapport, establishing systems for collaboration, and increasing access to resources and ID support. Traditional healers viewed collaboration as sensible in supporting children with ID; however, efforts must be made to address the presenting challenges for synergised ID support within communities. Future research should involve conducting community ID collaboration studies, garnering insight into collaboration efforts, documenting traditional healing practices, and conducting advocacy research to rectify systemic disparities.

A significant research gap exists regarding the implementation of child protection policies (CPP) within the unique sociocultural context of the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) in the Southern Philippines. This qualitative case study aimed to explore public secondary school teachers' perceptions of the effectiveness of the CPP of the Ministry of Basic, Higher, and Technical Education and the challenges they encounter. Data were collected through key informant interviews and focus group discussions with 10 teachers in Bongao, Tawi-Tawi, and analyzed using inductive thematic analysis. The findings reveal that while teachers perceive the policy as vital for safeguarding students, its effectiveness is hampered by inconsistent implementation, a pronounced lack of continuous training and awareness among teachers and parents, student resistance, and external challenges such as resource limitations and cultural factors. The study's originality and value lie in its specific regional focus, applying Bronfenbrenner's Ecological Systems Theory to frame these challenges as interconnected issues across the micro-, meso-, exo-, and macro-levels. It provides context-specific evidence for policymakers and school administrators to design culturally sensitive, multilevel interventions, including robust training, strengthened community collaboration, and addressing systemic barriers, to enhance child protection in similar post-conflict and culturally distinct regions.

Student-athletes must navigate the complex demands of academic work and high-performance sport, often within higher education environments that place competing pressures on their time, energy, and performance. This study explores how student-athlete experiences differ across two South African public universities that vary primarily in their geographic setting, using Bronfenbrenner's Ecological Systems Theory and the Process-Person-Context-Time model as a guiding framework. An exploratory qualitative design was employed, with semi-structured interviews conducted with 22 undergraduate and postgraduate student-athletes (9 women, 13 men) engaged in high-performance sport. Data were analysed using inductive thematic analysis. Findings reveal that academic demands constitute the most persistent source of stress, driven by externally regulated assessments and long-term academic consequences, whereas athletic pressures are largely development-focused and internally regulated. Personal attributes such as motivation, resilience, and goal orientation, along with peer and team support, emerged as critical resources; however, injuries, transitions, and cumulative fatigue frequently disrupted coping mechanisms. Despite differences in institutional context, experiences were broadly similar, highlighting that dual-career engagement is shaped by ongoing interactions between individuals and their environments rather than singular determinants. Based on these insights, a conceptual framework is proposed that integrates person, process, context, and time dimensions, offering both theoretical and practical guidance for designing ecologically informed support systems that enhance sustainable dual-career development in higher education.

This study examines the relationships between digital game addiction tendencies, self-regulation, social skills, and life skills in preschool children. Grounded in Bronfenbrenner's Ecological Systems Theory and Vygotsky's Sociocultural Theory, the research investigates the complex relationships between the variables. Data were collected from parents and teachers of preschool-aged children in Türkiye, utilizing validated measurement tools. Partial least squares structural equation modeling (PLS-SEM) revealed three main patterns. First, digital game addiction tendency was negatively but non-significantly related to self-regulation, showing only a marginal trend (p ≈ .05). Second, social skills were strongly and positively associated with life skills. Third, an unexpected negative association emerged between self-regulation and social skills. Digital game addiction tendency showed no significant direct association with either life skills or social skills. These findings suggest, without implying causation, that social competence in early childhood is more closely linked to adaptive life skills, whereas the role of self-regulation may vary across developmental contexts. The study calls for longitudinal research to clarify these complex, context-dependent relationships and for balanced digital exposure that supports both self-regulation and social interaction.

Reading is a foundational skill that shapes learners' academic success, and parents play a crucial role in fostering early literacy. This study investigated parental perceptions and their contributions to learners' reading proficiency to propose a Reading Enhancement Plan. Grounded in Bronfenbrenner's Ecological Systems Theory, Vygotsky's Sociocultural Theory, and Bandura's Theory of Self-Efficacy, the study employed a descriptive–correlational design involving 110 Grade 1 learners and their parents at Mandaue City Central School during the school year 2024–2025. Data were gathered through a researcher-made parental perception questionnaire and teacher-administered reading assessments. Results revealed that parents generally held positive beliefs about their role in literacy development. In particular, verbal participation (WM = 4.57) and knowledge base (WM = 4.33) were rated very high, while teaching efficacy and reading instruction were rated high. However, resources (WM = 2.08) emerged as the weakest area, reflecting constraints in time, materials, and home reading environments. Moreover, despite these positive perceptions, 78.18% of learners were identified as transitioning readers, and statistical analysis revealed no significant relationship between parental perceptions and reading proficiency (p = 0.518). These findings suggest that positive beliefs, although essential, are insufficient unless transformed into consistent literacy practices supported by adequate resources. Therefore, a Reading Enhancement Plan entitled "Home + School = Reader Success" was developed. This plan seeks to bridge the gap between beliefs and outcomes by strengthening home–school collaboration, empowering parents through training, and equipping learners with structured interventions. Ultimately, the study highlights that sustainable improvements in reading proficiency require both parental commitment and practical strategies aligned with school-based literacy initiatives.

Background: As Malaysia positions itself as a regional hub for international medical education, understanding the academic experiences of international students in private medical schools has become increasingly critical. While existing literature addresses general challenges faced by international students, limited research specifically examines the unique academic, cognitive, and social challenges encountered by international medical students pursuing high-stakes medical degrees. Theoretical Framework: This study employs an integrated theoretical approach combining Bronfenbrenner's Ecological Systems Theory and Tinto's Theory of Student Retention to examine student experiences from multiple perspectives, contextualizing academic integration within both institutional and broader ecological systems that influence learning and adaptation. Purpose: This conceptual analysis aims to explore the multifaceted academic challenges faced by international medical students, moving beyond traditional language and cultural adjustment issues to examine cognitive preparedness differences that may impact academic performance and retention. Key Findings: The analysis reveals that academic challenges extend beyond conventional adaptation issues, suggesting that international medical students may exhibit inherent differences in cognitive preparedness that significantly influence their academic success. These findings highlight the need for more responsive institutional frameworks that align pedagogical approaches with diverse student readiness levels. Implications: The study advocates for culturally and cognitively inclusive educational practices that promote meaningful academic integration. Recommendations include developing adaptive teaching methodologies and support systems tailored to the diverse cognitive and cultural backgrounds of international medical students. Conclusion: This research contributes to the broader discourse on educational internationalization by providing actionable insights for educators and policymakers to enhance student retention and create sustainable, student-centered learning environments in Malaysian medical education.

This study explored the impact of parental involvement and socioeconomic status on the academic achievement of kindergarten pupils in North District, Panabo City, while controlling for demographic variables. A total of 69 kindergarten pupils were selected as participants using a convenience sampling technique. Data were collected using an adapted and refined survey questionnaire, which was pilot tested to ensure reliability and internal consistency. The findings revealed that parental involvement among kindergarten pupils was generally rated as moderate, with parents from higher socioeconomic backgrounds showing greater engagement. Moreover, academic achievement was generally rated as moving towards mastery, with pupils from high socioeconomic status demonstrating the highest performance. Further analysis indicated no significant relationship between parental involvement and academic achievement when socioeconomic status was controlled, contradicting Epstein’s (1995) Parental Involvement Framework. Additionally, there was no significant difference in academic achievement across varying levels of parental involvement when controlling for socioeconomic status. However, both parental involvement and socioeconomic status significantly influenced academic achievement independently, supporting Bronfenbrenner's Ecological Systems Theory (1979) but contradicting Vygotsky’s Sociocultural Theory (1978). These findings emphasize the importance of addressing socioeconomic disparities and promoting active parental support to enhance early childhood education. Keywords: Parental Involvement; Socioeconomic Status; Academic Achievement; Kindergarten Pupils; Early Childhood Education

ABSTRACT This study examines the determinants influencing elementary school dropout rates among children in rural Rwanda, utilising a mixed methods approach to clarify the underlying mechanisms. The study investigates how socio-economic, school, health, individual, and family factors interact to shape dropout trends. The framework is based on Bronfenbrenner's Ecological Systems Theory. Quantitative data were gathered from 2,381 dropout cases in Gatsibo District, coupled with qualitative data obtained through interviews with parents, head teachers, and local officials. The results demonstrate that socio-economic hardship, particularly poverty, is the primary factor influencing early dropout rates. Family relations and health issues are also challenges that have direct influence on dropout time. Boys are particularly susceptible to higher dropout in the early primary grades. This study adds to the existing body of knowledge and highlights the need for community-sensitive, targeted solutions, such as increased financial assistance, school feeding programmes and gender-responsive policies.

The psychology of pedagogical compromise: Written corrective feedback in chinese efl writing through an ecological systems lens.

ABSTRACT This study examines ‘Safe Circles’ as a foundational support mechanism for early childhood development in Lavender Hill, Cape Town, a conflict-affected region. Drawing on Bourdieu's Theory of Habitus and Bronfenbrenner's Ecological Systems Theory, the research investigated how trauma-informed training supports ECE stakeholders in creating nurturing educational environments. Through reflexive thematic analysis of ten ECE centre leaders lived experiences, findings reveal that ‘Safe Circles’ significantly enhance children's and families’ well-being and resilience. The study emphasises the critical role of support networks in sustaining trauma-informed practices and advocates for increased investment in early childhood education within conflict zones to provide stability and safety for vulnerable children.

Abstract This study explores the experiences of school psychologists supporting students with special educational needs in inclusive elementary schools across Kosovo and Albania. Using a qualitative phenomenological design guided by Bronfenbrenner's Ecological Systems Theory, data were collected through virtual focus group discussions and analysed using interpretative phenomenological analysis. Findings revealed five key themes: early identification and role negotiation, systemic resource limitations, individualized education plans as living documents, collaboration with families and emphasis on children's emotional and developmental needs. Psychologists reported challenges such as role ambiguity, heavy caseloads, limited resources and parental stigma, yet also demonstrated resilience, advocacy and creativity in advancing inclusion. The study highlights the critical but underutilized role of psychologists in inclusive systems, emphasizing the need for reduced caseloads, professional development, stronger family engagement and systemic investment. Findings contribute to regional and international debates on advancing equitable, evidence‐based inclusive education practices.

This study assessed how the availability of secondary school vacancies affects the transition rates of pupils from primary to secondary education in Mbarali District, Tanzania.Guided by Bronfenbrenner's Ecological Systems Theory, the study adopted a descriptive and inferential design using mixed methods.Data were collected from 20 teachers, 40 parents, and 40 students through structured questionnaires and interviews.Descriptive statistics revealed that 80% of respondents identified inadequate classrooms and long distances as major barriers to transition, while regression analysis confirmed that availability of school vacancies (p = .035)significantly predicts transition rates (R = 0.621).The findings demonstrate that limited school capacity remains a structural bottleneck hindering educational progression in Mbarali District.The study recommends that policymakers expand secondary school capacity and review admission policies to enhance equitable access to education.