Researchers point out that the characteristics of media consumption are transforming people today. A human typology, for instance, is on the agenda where people's ties to the real world have been weakened, dreaming of the future is decreased, individuals are solely focused on the present time, and concrete cognition becomes more prominent. It would not be unjust to argue that the era of long-term tales is over, as the interests of this new human type can only be stimulated by the impact of short narratives they encounter. On one hand, as a production method, AI is becoming a fundamental, inevitable part of the production industry, not only to produce certain parts of films, as it once was. It is more feasible to produce an AI-based movie today, not only partly but as a whole. On the one hand, social media, as a public sharing space, has replaced nearly all other forms of media due to its power, frequency, and ease of use, compared to radio, television, and cinema. On the one hand, this is mostly due to its short messages, which make it easy to access. However, using likes as a kind of individual interaction allows people to provide immediate input and feedback. Last but not least, the most favored user type is one that owns particular message categories and promptly distributes them to their own network, hence fostering the development of their own networks. An AI-generated message, therefore, starts an almost endless cycle and can spread likes and forward messages in an ever-widening spiral. In the context of the “Orange Cat” case, this study attempts to address the leading AI products, which are films and short messages with cat characters.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0111/a.php" alt="Hit counter" /></p>

‘Wicked Problems’ are persistent societal issues characterised by complexity, divergent stakeholder perspectives, and resistance to traditional solutions. A key barrier to addressing them is the inability to experiment with potential policies safely, given their dynamic, high-stakes, and often 'one-shot' nature in the real world. This paper proposes the 'Wisdom of AI Crowds,' a novel conceptual framework designed to overcome this barrier. It employs artificial societies populated by agentic AI, whose personas are grounded in empirical data reflecting stakeholder norms, values, and beliefs, within a three-phase process: Input, Simulation, and Human-in-the-loop Feedback. The original contribution of this framework lies in its integration of agentic AI within a dynamic, iterative simulation environment. Unlike prior static mapping or high-risk incremental approaches, the 'Wisdom of AI Crowds' provides a risk-free virtual laboratory to test multiple policy scenarios, observe emergent behaviours over time, and incorporate expert validation before real-world implementation. This approach offers the potential to shift policymaking for wicked problems from reactive interventions to proactive, evidence-based experimentation, enabling the identification of more robust, well-vetted policy options. The framework explicitly incorporates considerations for ethical challenges, data representativeness, and simulation validation.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0915/a.php" alt="Hit counter" /></p>

<p>This study analyzed stylistic foregrounding in Filipino spoken word poetry, such as parallelism and deviation. Thirty (30) English-language spoken word poetry were analyzed using stylistic analysis. In terms of stylistic parallelism, it comprised of the following: [1] lexical parallelism, which consisted of epanalepsis, anaphora, epistrophe, anadiplosis, chiasmus, and epizeuxis; [2] syntactic parallelism, which includes synonymous parallelism, antithetic parallelism, constructive parallelism and climactic parallelism; [3] phonological parallelism, which comprised of alliteration, assonance and rhyme; [4] grammatical parallelism, which consisted of grammatical repetition; and [5] semantic parallelism which involves climax, synonymy, and antonymy. On the other hand, the stylistic deviation consisted of the following: [1] lexical deviation, which comprised of neologism, affixation, and compounding; [2] grammatical-morphological deviation which includes malapropism; [3] grammatical-syntactic deviation which consisted of inversion, ungrammaticality, negative sentences and ellipsis; [4] phonological deviation, which comprised of elision, aphaeresis and apocope; and [5] semantic deviation, which consisted of pleonasm, periphrasis, tautology, oxymoron, paradox, synecdoche, metonymy, metaphor, simile, symbolism, hyperbole, and irony. Furthermore, phonological parallelism and semantic deviation emerged as the most frequently used stylistic techniques observed in the samples. The study implies that spoken word poetry can be integrated into the language curriculum as a rich resource for teaching stylistic features across lexical, syntactic, phonological, grammatical, and semantic levels. By identifying the most common forms of parallelism and deviation, the study contributes concrete and culturally relevant examples that educators can use to strengthen students’ analytical and creative language skills.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0188/a.php" alt="Hit counter" /></p>

The rapid integration of generative Artificial Intelligence (AI) into educational systems has initiated a paradigm shift in how literacy, particularly writing, is acquired, practiced, and taught. While research increasingly recognizes the utility of AI in enhancing discrete literacy skills through adaptive feedback, multimodal engagement, and personalized learning trajectories (Lund & Wang, 2023; Liebrenz et al., 2023), there remains a critical gap in understanding how trilingual learners navigate and conceptualize these AI-mediated processes. Existing studies have largely focused on monolingual or bilingual contexts, leaving the unique cognitive, linguistic, and metalinguistic experiences of trilingual students underrepresented in the discourse. This study investigates how trilingual students training to become English language teachers perceive the role of AI in shaping their literacy development, particularly in writing across multiple languages. It explores three interrelated research questions: (1) How do trilingual students engage with AI tools to support and enhance their writing competencies in English? (2) What are their beliefs about the cognitive and pedagogical implications of AI for literacy practices? (3) What challenges and ethical considerations do they associate with the growing reliance on AI in literacy learning? Using a quantitative approach, the study draws on survey data with 80 Polish applied linguistics students proficient in three languages (English-German or English-Spanish combinations). Findings reveal a nuanced understanding of AI’s affordances: participants reported increased autonomy in drafting, revising, and critically analyzing texts; greater access to genre-specific models and multilingual resources; and enhanced metacognitive awareness when reading complex materials. However, concerns emerged regarding overreliance on AI-generated content, diminished critical thinking, and the erosion of traditional literacy instrucgenerative AI, trilingual literacy, writing processes, multilingual education, digital literacies, AI-assisted learning generative AI, trilingual literacy, writing processes, multilingual education, digital literacies, AI-assisted learningtion, especially when AI is used without pedagogical scaffolding. By centering trilingual learners, this research addresses a significant blind spot in the current literature on AI in education. It demonstrates that multilingual literacy development in the AI age demands not only technological fluency but also a reconfiguration of pedagogical strategies that align with cognitive flexibility and linguistic diversity. The study calls for literacy frameworks that are both AI-aware and responsive to the needs of learners operating across multiple linguistic systems.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0826/a.php" alt="Hit counter" /></p>

The evolution of research methodology reflects a persistent effort to reconcile the measurable and the meaningful in the pursuit of knowledge. This paper examines the paradigms of quantitative, qualitative, and mixed methods through a conceptual lens, questioning the widespread belief that methodological hybridity is inherently superior. It argues that such assumptions often overlook the philosophical divergences that define each tradition and the necessity of aligning methodological choice with epistemological coherence. Through a reflective synthesis of historical and theoretical perspectives, the discussion challenges the notion that combining approaches automatically enhances validity or depth. Instead, it calls for principled methodological reflexivity, an awareness that the strength of any method lies in its fit with the research question rather than disciplinary fashion. Ultimately, the paper advocates for a more integrative, self-aware research culture that privileges epistemological alignment over methodological trends.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0215/a.php" alt="Hit counter" /></p>

This study examined how Arab students in higher education in Israel understand the school counselors' role in supporting their academic, personal and professional development, specifically when transitioning from high school to higher education. It was important to research this to understand the effectiveness and relevance of high school counseling services provided in Arab communities, particularly with an eye to the expectations involved in advancing to subsequent academic stages amid academic pressures and uncertainty of future planning when entering higher education. The importance of this study will be its contribution to researchers in better understanding the social, cultural, and institutional contributions to how students conceptualize the efforts of a counselor when preparing and planning for postsecondary education. This qualitative study used semi-structured interviews with 40 Arab bachelor students from various academic disciplines. Thematic analysis as applied to the data revealed mixed perceptions of school counselors. For some students, there were positive reports of the school counselor's role in motivating students and providing personal guidance. Some students identified issues of cultural disconnection, disclosures of confidentiality and administrative overload in schools as setbacks. Social and cultural norms appeared to be the main reason for poor student-counselor relationships horizon. Recommendations for counselors include improvements in cultural competency, family involvement in the counseling process and better clarity around the role of the counseling in the school. The findings from this study not only have theoretical value for students and future discussions but also for the implementation of culturally responsive counseling models. The findings might also be of greater practical significance to advance educational equity when school systems improve school guidance practices that are culturally responsive to educational equity.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0111/a.php" alt="Hit counter" /></p>

This paper aimed to focus on the influence of marketing communication practices on academic performance at Kaiboi National Polytechnic in Nandi County, Kenya. The study adopted the Education Production Function Theory and Path-Goal Theory. The study used a descriptive research design, and the study population was 210, which consisted of 1 Chief Principal, 2 Deputy Principals, 20 Heads of Departments, 52 trainers, and 135 trainees, while the sample size was 210. The researchers used questionnaires to collect data. Analysis was done descriptively, and results were presented using tables, charts, and graphs. The findings revealed that strategic leadership on marketing communication practices had a positive influence on academic outcomes. Marketing communication practices—such as public relations strategies, open day events, institutional branding, and community engagement—also played a key role in shaping perceptions and enhancing institutional reputation, which positively influenced student morale and performance. The study recommended that principals prioritize improving marketing communication practices by actively engaging with students and staff through regular motivational speeches, clear guidance and counseling, and targeted marketing communication efforts. These should include fostering transparent communication channels, promoting institutional success stories, and increasing visibility through digital and community-based platforms. Strengthening administrative practices was also deemed crucial. The findings of the study may help the Kenya Educational Management Institute to come up with training modules relevant to the reality on the ground concerning instructional supervision, strategic planning, and integrated marketing communication in education. Further, the study findings could be used to improve leadership for academic performance by policymakers and key stakeholders.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0111/a.php" alt="Hit counter" /></p>

The ideological implications of linguistic choices in news discourse have long been a concern in news outlets, particularly in representing political actors. Despite claims of objectivity, news articles continue to exhibit subtle biases that reveal ideological stances. This study investigated the media representation of Sara Duterte during her OVP Budget Hearing across four major news outlets in the Philippines: GMA, ABS-CBN, Rappler, and Philippine Daily Inquirer. Using Halliday’s Transitivity Analysis and Van Dijk’s Ideological Square, the study employed critical discourse analysis on 30 news articles that were analyzed according to the ascribed process types —material, mental, verbal, relational, existential, and behavioral — and how group dynamics, which were constructed through positive self-presentation and negative other-presentation. The findings revealed that linguistic choices are strategically chosen to exercise power and maintain control over political discourse. Representations are varied: GMA maintains neutrality, ABS-CBN and Rappler employ a critical stance, and the Philippine Daily Inquirer adopts a balanced approach. Duterte strategically used strategies —positive self-presentation, victimization, and populism — reinforced a dichotomy of favoring us and marginalizing them. These findings reveal linguistic choices as a medium of power in news discourse and highlight the necessity for media literacy to critically assess news representations.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0490/a.php" alt="Hit counter" /></p>

Impoliteness in political discourse has become widespread and is a growing concern, contributing to uncivil deliberations and public scrutiny. This study investigated the discursive use of impoliteness in political discourse, particularly within the Office of the Vice President’s Congressional Hearing. It examined how impoliteness strategies and the types of face and sociality rights they violated. Furthermore, the strategies were classified according to their functions: affective, coercive, and entertaining. A total of 100 impolite remarks were analyzed using Culpeper’s Impoliteness Theory, Austin’s Speech Act Theory, and Spencer-Oatey’s Rapport Management. The findings revealed that off-record impoliteness was prevalent, followed by negative impoliteness and positive impoliteness. These strategies violated aspects of face (quality face and social identity face) and sociality rights (equity rights and association rights), revealing how political discourse operates through veiled aggression and strategic use of language. The study underscores the need to foster critical language awareness through seminars and curricula. It contributes to understanding language’s role in reinforcing power, managing conflict, and shaping accountability in formal political contexts.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0610/a.php" alt="Hit counter" /></p>

The integration of Information and Communication Technologies (ICT) into education has emerged as a defining feature of modern pedagogy, a trend that accelerated markedly in the aftermath of the COVID-19 pandemic. While ICT adoption has created new opportunities for teaching and learning, it has also revealed persistent challenges, particularly regarding equitable access and participation. Physical Education (PE), as a cornerstone of students’ holistic development, is no exception. Students with psychosocial barriers—such as anxiety, low self-esteem, social difficulties, and learning challenges—often face significant obstacles in engaging meaningfully in PE contexts. The forthcoming doctoral research, titled “ICT and Inclusion in Physical Education: Promoting the Social Integration of Students with Psychosocial Barriers in Primary Education”, seeks to explore how modern ICT can be mobilized to enhance inclusion within PE. The study will adopt a multi-level perspective, examining the role of educational software, online and blended learning, and immersive technologies (virtual and augmented reality) in creating adaptive, supportive, and socially interactive learning environments. A mixed-methods design will guide the empirical investigation, with quantitative data capturing PE teachers’ technology readiness and perceptions, and qualitative insights documenting the lived experiences of teachers and students. This research aspires to make both theoretical and practical contributions. Theoretically, it will extend current understandings of ICT as a vehicle for social inclusion in PE. Practically, it will inform the development of ICT-based pedagogical frameworks that serve as structural “bridges” to participation, motor skill acquisition, and social integration. By doing so, the project aims to provide evidence-based strategies that strengthen inclusivity and equity in primary education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0488/a.php" alt="Hit counter" /></p>

The complex phenomenon of racial passing as portrayed in Nella Larsen’s Passing (1929) and Brit Bennett’s The Vanishing Half (2020) is the main focus of this paper. It explores how passing characters in literature navigate the fluid boundaries of racial identity, often oscillating between self-preservation and self-erasure. Using Critical Race Theory (CRT) as the analytical framework, this study demonstrates that passing works both as a strategy of access to privilege and a site of profound psychological conflict. Through a close examination of the psychological, social, and emotional dimensions of racial passing, the essay identifies skin complexion as both a gateway to privilege and a source of internal conflict. By situating the narratives within historical and sociopolitical contexts, the analysis highlights how racial passing is not merely an act of (self-)deception but a response to a deeply entrenched social complex of exclusion and inequality. Ultimately, the paper exposes the personal costs and social implications of the negotiation of identity along the color continuum. It also discusses Larsen and Bennett’s esthetics of the passing paradox: it enables temporary mobility while reinforcing the systemic hierarchies that make such passing necessary and, more importantly, shows that what passers flee from is what they eventually long for.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0426/a.php" alt="Hit counter" /></p>

Genetics is a challenging area of senior high school biology due to its abstract molecular concepts, often difficult for students to grasp through conventional teaching. This study examined the effectiveness of computer simulation–based instruction in improving achievement and perceptions of genetics using a quasi-experimental one-group pretest–posttest design within a mixed-methods framework. The sample included 120 Form Three Biology students from three senior high schools in Nzema East Municipality. Data were collected using the Students’ Knowledge in Genetics Test (SKGT) and Students’ Achievement in Genetics Test (SAGT), both showing good reliability (α = 0.79 and 0.84; κ = 0.75 and 0.64). Wilcoxon Signed Rank Test results indicated significant improvement, with mean scores rising from 8.80 to 23.30 (z = 9.52, p = 0.001, r = 0.87). Interviews with 15 students revealed positive perceptions, including enhanced clarity, motivation, retention, engagement, and real-life application. The study concludes that computer simulations significantly enhance performance and attitudes, recommending curriculum integration and teacher training.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0759/a.php" alt="Hit counter" /></p>

Through previous research works, surveying the course syllabus of a number of universities and through analysis and evaluation of research results, it is shown that: Universities in Vietnam today, when building the content and curriculum of physical education subjects, have based on the guidance of Circular 25/2015/TT-GD&DT, Vietnam and the actual conditions of the school such as: facilities, teaching staff, financial conditions, subjects of study, etc. Therefore, each school has different subject content (sports), program duration, score ratio and final subject assessment method. This has caused many difficulties for students who want to transfer, transfer schools or take a bridging course, etc. This is the basis for further research to find suitable solutions when building the curriculum.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0426/a.php" alt="Hit counter" /></p>

This study aims to develop and validate a measurement scale assessing student satisfaction with service quality at Danang Sport University. A mixed-methods approach was employed, combining qualitative and quantitative techniques, including expert interviews, student surveys, and statistical analyses using Cronbach’s Alpha, Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). The final scale comprises six dimensions with 29 observed variables: Academic–Administrative Services, Dormitory, Library, Facilities, Healthcare, and Youth Union or Student Association’s Activities. All scales demonstrated reliability and convergent validity, and the measurement model exhibited a high degree of fit. SEM analysis revealed that five factors—Academic–Administrative Services, Facilities, Library, Dormitory, and Healthcare— exerted a positive and statistically significant influence on students’ overall satisfaction, with Academic and Administrative Services being the most influential determinant. Conversely, the Youth Union and Student Association’s Activities showed no statistically significant effect. The findings provide empirical evidence to guide institutional improvements in support services, enhance service quality, and strengthen the university’s educational reputation.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0759/a.php" alt="Hit counter" /></p>

<p>The purpose of this study was to examine the influence of women’s empowerment on poverty reduction in Kabale Municipality, Uganda. Specifically, the study sought to: (i) assess the effect of women’s access to productive resources on poverty reduction, (ii) establish how women’s participation in decision-making contributes to poverty reduction, and (iii) analyze the influence of women’s access to formal education on poverty reduction. A quantitative research design was employed, and data were collected from 301 participants using structured questionnaires. Descriptive statistics (frequencies and percentages) and inferential statistics (simple linear regression analysis) were used to analyze the data. The findings revealed that women’s access to productive resources (r = .669**), participation in decision-making (r = .838**) and access to formal education all had strong and statistically significant effects on poverty reduction. The study concludes that women’s economic empowerment, participation in decision-making and access to education are critical drivers of poverty reduction in Kabale Municipality. The study further recommends that the government and development partners should strengthen initiatives that enhance women’s access to economic resources, leadership opportunities and formal education, while also addressing cultural barriers. Further research is suggested to deepen the understanding of these barriers and their influence on poverty reduction.</p><p><strong>JEL:</strong> I32 – Measurement and Analysis of Poverty, J16 – Economics of Gender; Non-labor Discrimination, O15 – Human Resources; Human Development; Income Distribution; Migration, I25 – Education and Economic Development, Z13 – Economic Sociology; Economic Anthropology; Social and Economic Stratification, H53 – Government Expenditures and Welfare Programs</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0488/a.php" alt="Hit counter" /></p>

This paper examines the impact of Reciprocal Teaching (RT) on fostering monitoring skills—questioning, predicting, clarifying, and summarizing—among Moroccan EFL university students. Using a quasi-experimental design, this paper evaluates the performance of two groups in pre-, post-, and delayed tests. The participants were sixty Moroccan EFL university learners (N=60). Reciprocal teaching was employed to instruct the experimental group (n=30) in four monitoring skills—questioning, predicting, clarifying, and summarising (Palincsar & Brown, 1984). Nonetheless, the control group (n=30) was taught differently. The Repeated-Measures ANOVA Test and the One-way MANOVA Test were utilized to run the statistical analysis. At the end of the intervention, a feedback questionnaire was given to the experimental group. The findings add to the ongoing discussion about the effectiveness of RT in fostering monitoring skills in different cultural settings. Replicated in an under-researched context, RT enabled Moroccan second-year university students in the experimental group to sustain gains and score higher in clarifying, questioning, summarizing, and predicting. The findings of the feedback questionnaire also aligned with the study's overall results. Implications, future research, and limitations are also discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0626/a.php" alt="Hit counter" /></p>

<p>This study investigates the impact of digital communication technology on the relationship between social workers and young adults in social work practice. The objective of this study is to analyse how the use of digital communication has impacted the social workers’ and young adults’ relationship in social work practice and to explore whether the social workers faced any challenges, and the possibilities of the use of digital communication technology in social work practice with young adults from the social workers’ perspectives. In this study, the qualitative research method has been used to gather in-depth information from the participants. The findings of this study showed that the use of digital communication technology has impacted the relationship between social workers and the young adults both positively and negatively. Social workers emphasized the advantages of using digital communication technology in social work practice, which is easier, faster, and more accessible and easy builds up relationship with young adults, specifically with those the social workers had difficulties reaching out to and providing services to in person and with disabilities. However, working with young adults requires a high degree of trust and interaction, and it was difficult for the social workers to develop that trust and interaction without physical presence. Social workers expressed the need to have both options alternatively in social work practice: the use of digital communication technology and in-person meetings, considering the benefits and drawbacks of both in-person meetings and using digital communication technology, to maintain and build relationships with young adults.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0626/a.php" alt="Hit counter" /></p>

This study examined the effect of talent development practices on employee performance in selected public universities in Uganda’s Western Region. The study was guided by Maslow’s Hierarchy of Needs Theory, and a convergent parallel mixed methods design was employed, integrating a cross-sectional survey of academic and administrative staff with key informant interviews. Both quantitative and qualitative data were collected from 320 respondents, which included both academic and administrative staff of the two selected public universities (Mbarara University of Science and Technology and Kabale University). Quantitative data was analyzed using structural modelling techniques, and qualitative insights were explored thematically. Findings indicated that talent development had a positive and significant effect on academic staff performance but had little effect on administrative staff performance. The study contributes to theory by extending Maslow’s Hierarchy of Needs through demonstrating how specific HR practices, such as development, map onto esteem, safety and belonging needs in resource-constrained public universities. Practically, the study recommends talent development initiatives aligned with performance expectations, while underscoring the importance of leadership and responsive human resource systems in strengthening performance in public universities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0859/a.php" alt="Hit counter" /></p>

<p><strong>Introduction: </strong>Education has always played a crucial role in shaping both individuals and the societies they form. Due to its direct influence on human mentality and social behavior, education requires constant redefinition and adaptation. Traditionally, educational goals focused primarily on cognitive development. However, in today’s increasingly complex societies, this approach is no longer sufficient. Education must now expand its scope to incorporate emotional, social, artistic, and ethical dimensions. This transformation demands a fundamental cultural and philosophical shift in how we perceive the function of education.<strong> Purpose: </strong>This article aims to explore the role of theater education within the framework of the New School — a contemporary educational model that advocates for the modernization of outdated teaching methods. Specifically, it investigates whether the continuous marginalization of theater education is justified and assesses its potential contributions to a more holistic educational system.<strong> Methodology: </strong>The analysis is based on a qualitative review of educational literature that addresses the evolution of school curricula and pedagogical practices. Special attention is given to sources that discuss the integration of arts, particularly theater, in education. The research also draws upon case studies and examples from schools that have incorporated theater education into their programs, observing the outcomes on students' development beyond academic performance.<strong> Results: </strong>Findings indicate that theater education significantly contributes to multiple areas of student development. These include enhanced communication skills, increased empathy, emotional intelligence, critical thinking, and collaboration. Moreover, theater encourages creativity and self-expression, which are essential for preparing students to navigate and contribute to complex modern societies. Despite these benefits, theater education often remains underfunded and undervalued in many educational systems. <strong>Conclusions. </strong>In light of the New School’s goals, theater education emerges not as a secondary or optional subject, but as a vital component of modern curricula. Its continued degradation is not only unjustified but also counterproductive to the demands of contemporary education. For a truly holistic and effective educational reform, theater should be embraced and integrated more fully into school programs, supporting the development of well-rounded, empathetic, and adaptable individuals.<strong></strong></p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0488/a.php" alt="Hit counter" /></p>

<p>Rapid emergency response is critical in mitigating fire-related disasters, reducing property damage, and saving lives. Factors influencing the Bureau of Fire Protection (BFP) 's response time concerning Davao City were studied. More specifically, training and preparedness were analyzed with respect to improving emergency response efficiency. The study employed a quantitative correlational research design, where data from the 239 BFP officers were gathered using validated questionnaires to assess their levels of disaster knowledge, skills, and response efficiency. The statistical analyses of Pearson correlation and multiple regression showed a strong positive relation between training, preparedness, and response time. Firefighters with higher levels of disaster knowledge and skills were found to respond faster. Besides, the study identified some external factors contributing to delayed responses, including road conditions, equipment reliability, and public cooperation. Results further revealed that disaster knowledge and disaster skills correlated strongly with response efficiency, while training and preparedness had a moderate yet significant correlation. The regression model explained 43.5% of the variance in response time, suggesting that improving firefighters' technical and contextual knowledge could improve emergency response performance. Consequently, the study recommends periodic simulation-based training, upgrading firefighting equipment, and enhancing the public awareness campaign to improve response efficiency and reduce damage caused by fires in Davao City.</p><p><strong><br /></strong></p><p><strong>SDG #16:</strong> Peace, Justice, and Strong Institutions</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0169/a.php" alt="Hit counter" /></p>