Template-Type: ReDIF-Article 1.0
Author-Name: Roger Morillo
Author-Workplace-Name: Northwestern University
Author-Name: Grachiel Ancheta
Author-Workplace-Name: Northwestern University
Title: Determinants of Employee Productivity Among Selected Private Tertiary Education in Laoag City
Publication-Status: Published
Abstract: Employee productivity is central to organizational effectiveness, particularly in tertiary education institutions where teaching and non-teaching personnel contribute directly to institutional operations and service delivery. This study examined the factors associated with employee productivity among five selected private tertiary education institutions in Laoag City. It specifically assessed human, system, environmental, and health factors; determined the level of work productivity; examined the relationships between these factors and work productivity; assessed the moderating role of demographic profile; and identified demographic characteristics associated with productivity. A descriptive-correlational survey design was employed with 173 respondents selected through simple random sampling from a population of 312 employees. Data were collected through an adapted and modified questionnaire administered using Google Forms. The instrument demonstrated excellent internal consistency, with Cronbach's alpha coefficients of .954 for the productivity factors and .945 for work productivity indicators. Frequencies, percentages, weighted means, Pearson correlation, moderation analysis, and linear regression were used in the analysis. The findings showed that human, system, environmental, and health factors were positively and significantly related to work productivity, with health factors showing the strongest correlation (r = .902, p < .001). The respondents reported a high level of work productivity (M = 3.54). The interaction between the main productivity factors and demographic profile was not statistically significant (p = .463), indicating no evidence of moderation. Using the study's stated .01 significance criterion, educational attainment was the only demographic characteristic that significantly predicted work productivity (p < .001). The findings underscore the importance of employee well-being, supportive systems, conducive work environments, and health-related initiatives in strengthening productivity in private tertiary education institutions.
Keywords: employee productivity; employee well-being; work environment; human capital; higher education; educational attainment; tenure; workplace health
Journal: Universitas: Journal of Global Research and Innovation
Pages: 1-13
Volume: 1
Issue: 1
Year: 2026
Month: August
DOI: 10.5281/zenodo.22006210
File-URL: https://universitasjournal.com/index.php/about/article/view/9
File-Function: Abstract page
File-Format: text/html
File-URL: https://universitasjournal.com/index.php/about/article/download/9/1
File-Function: Full text
File-Format: application/pdf
Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:1:id:9

Template-Type: ReDIF-Article 1.0
Author-Name: Ma. Jaenara M. Bitao
Author-Workplace-Name: Concordia College, Inc.
Author-Name: Arby James E. Abonalla, PhD
Author-Workplace-Name: Concordia College, Inc.
Title: Psychological Resilience among Nurses in Selected Hospitals in Calapan City
Publication-Status: Published
Abstract: Nurses frequently encounter workplace stressors that may affect their well-being and professional performance. Therefore, nursing careers are closely related not only to personal and professional growth but also to potential psychological risks. This study assessed the demographic profiles of nurses,  determined the level of resilience, examined its relationship with demographic characteristics, and identified the proposed interventions to enhance resilience. Using a quantitative descriptive-correlational design, data were collected through a standardized tool, the Connor-Davidson Resilience Scale (CD-RISC-25). The weighted mean and average weighted mean were interpreted using the following scale: 1 (1.0-1.80) – not true at all; 2 (1.81-2.61) – rarely true; 3 (2.62 - 3.42) – sometimes true; 4 (3.43 - 4.23)  – often true; and 5 (4.24 - 5.0)  – true nearly all the time. The results were analyzed using descriptive and inferential statistics. Findings revealed that the majority of the respondents were female, aged 20-25, working in private institutions, specifically in medical surgical wards. The results demonstrated a high level of psychological resilience regardless of gender, age, hospital type, or area of assignment. Faith or spirituality emerged as a key contributor to resilience. No significant relationship was found between demographic characteristics and resilience. The study proposed evidence-based organization, individual-focused, team-based, technology-assisted, and community interventions to sustain resilience. It recommends engagement strategies for nurses’ sustainability such as workload management, peer support, mindfulness-based stress reduction, cognitive-behavioral strategies, psychoeducational workshops, self-care initiatives, digital self-paced learning programs, and employee assistance services to enhance patient-care. (Cohen et al. 2023; George et al. 2024; Liu et al. 2025).
Keywords: Psychological Resilience; Nurses; Connor - Davidson Resilience Scale (CD-RISC 25); SPSS; Calapan City; Oriental Mindoro; Philippines
Journal: Universitas: Journal of Global Research and Innovation
Pages: 14-44
Volume: 1
Issue: 1
Year: 2026
Month: August
DOI: 10.5281/zenodo.22026461
File-URL: https://universitasjournal.com/index.php/about/article/view/11
File-Function: Abstract page
File-Format: text/html
File-URL: https://universitasjournal.com/index.php/about/article/download/11/7
File-Function: Full text
File-Format: application/pdf
Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:1:id:11

Template-Type: ReDIF-Article 1.0
Author-Name: Gina Fe S. Legaspi
Author-Workplace-Name: Taguig City University
Author-Name: Editha C. Mateo
Author-Workplace-Name: Taguig City University
Author-Name: Flordeliza B. Ferrer
Author-Workplace-Name: Taguig City University
Author-Name: Maria Cristina Reyes
Author-Workplace-Name: Taguig City University
Title: AI-Tpack and the Pre-Service Teacher: Mapping the Structural Disconnect Between Personal AI Use and Instructional Design
Publication-Status: Published
Abstract: The rapid infusion of Artificial Intelligence (AI) into education requires empirical evidence on the readiness of pre-service teachers across disciplines. This descriptive-correlational study examined the AI-TPACK (Artificial Intelligence-Technological Pedagogical Content Knowledge) readiness of 264 pre-service teaching interns enrolled in Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSE) programs, majoring in English, Mathematics, and Science, at Taguig City University. Using an instrument adapted from Ning et al. (2024), the study assessed participants across seven domains: Content Knowledge (CK), Pedagogical Knowledge (PK), AI-Technological Knowledge (AI-TK), Pedagogical Content Knowledge (PCK), AI-Technological Content Knowledge (AI-TCK), AI-Technological Pedagogical Knowledge (AI-TPK), and integrated AI-TPACK. It further examined whether the purpose of respondents’ personal AI use (educational, social media, or media/video) predicted their instructional design readiness, and whether readiness varied across program cohorts. Descriptive results showed high self-reported competency in CK (94.3%) and PK (93.2%), and somewhat lower but still high competency in the AI-integrated domains (82.5%–87.9%). However, multiple linear regression analyses revealed that personal AI use patterns did not significantly predict any AI-TPACK indicator (p > 0.05, R² ≤ 0.016), and one-way ANOVA revealed no significant differences across program cohorts. These findings point to a structural disconnect between personal familiarity with AI and professional instructional design readiness, underscoring the need for teacher education institutions to move beyond passive exposure to technology toward explicit, discipline-embedded AI-TPACK instruction.
Keywords: AI-TPACK; AI USAGE; TEACHING DESIGN; PRESERVICE TEACHERS
Journal: Universitas: Journal of Global Research and Innovation
Pages: 45-60
Volume: 1
Issue: 1
Year: 2026
Month: August
DOI: 10.5281/7e8td680
File-URL: https://universitasjournal.com/index.php/about/article/view/1
File-Function: Abstract page
File-Format: text/html
File-URL: https://universitasjournal.com/index.php/about/article/download/1/3
File-Function: Full text
File-Format: application/pdf
Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:1:id:1

Template-Type: ReDIF-Article 1.0
Author-Name: Jacques Yakamou
Author-Workplace-Name: Department of English and Literatures of English Expression, Applied Linguistics, University of Maroua, Maroua, Cameroon
Title: Paradigm shift in EFL Language Teaching: Looking for the Method for Effective Teaching
Publication-Status: Published
Abstract: Change in teaching methods seems to be a constant in education. We can better understand and implement change in foreign language education if we look for connections between changes. The concept of paradigm shift offers one means of making such connections. This article describes changes of ten methods that fit with the paradigm shift in foreign language education toward what is most often described as communicative language teaching. The authors argue that in foreign language education, although the paradigm shift was initiated many years ago, all the methods are still questionable. Data was collected through content analysis instrument. After analysing each method based on its focus and limits, it was sorted out that one method cannot match to the four skills and the three sub-skills for effective teaching. Consequently, the eclectic method should be used to teach separately the receptive skills from the productive skills and the sub-skills.
Keywords: shift; teaching method; foreign language; second language; learning; language skill; textbook
Journal: Universitas: Journal of Global Research and Innovation
Volume: 1
Issue: 1
Year: 2026
Month: August
DOI: 10.5281/zenodo.22170245
File-URL: https://universitasjournal.com/index.php/about/article/view/19
File-Function: Abstract page
File-Format: text/html
File-URL: https://universitasjournal.com/index.php/about/article/download/19/4
File-Function: Full text
File-Format: application/pdf
Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:1:id:19

Template-Type: ReDIF-Article 1.0
Author-Name: Tanjina Jahan
Author-Workplace-Name: Yangzhou University, China
Title: Digital Colonialism and Linguistic Hegemony in Post-Pandemic Higher Education: A Study on Bangladeshi University Classrooms
Publication-Status: Published
Abstract: The COVID-19 pandemic accelerated the digital transformation of higher education globally. Yet in post-colonial societies like Bangladesh, this shift has paradoxically reinforced new forms of epistemic dependency and linguistic hierarchy. This paper, grounded in the Feminist Linguistic Coloniality (FLC) framework, critically examines how globally dominant ed-tech platforms—Zoom, Google Classroom, Moodle—impose Western pedagogical norms and privilege English-medium instruction, thereby marginalizing Bengali as an academic language. Employing a mixed-method research design, the study surveyed 150 undergraduate and postgraduate students and conducted semi-structured interviews with 12 faculty members from three public universities in Bangladesh. Findings indicate that English-only digital interfaces create significant accessibility barriers for students from rural and low-income backgrounds, disproportionately affecting women and indigenous minority groups. The study reveals a persistent devaluation of Bengali academic discourse, reinforcing colonial-era hierarchies. Drawing on FLC's concepts of 'Digital Linguistic Coloniality' and 'AI-Driven Epistemic Injustice,' this paper argues that the uncritical adoption of Western ed-tech tools constitutes a form of 'digital colonialism' that undermines authentic educational practices. This study is situated in the context of Bangladesh, a post-colonial South Asian nation, where the author is a national and a PhD candidate at Yangzhou University, China.
Keywords: digital colonialism; linguistic hegemony; higher education; Feminist Linguistic Coloniality; Bangladesh; ed-tech; decolonization; SDG 4
Journal: Universitas: Journal of Global Research and Innovation
Volume: 1
Issue: 1
Year: 2026
Month: August
DOI: 10.5281/zenodo.22538996
File-URL: https://universitasjournal.com/index.php/about/article/view/23
File-Function: Abstract page
File-Format: text/html
File-URL: https://universitasjournal.com/index.php/about/article/download/23/5
File-Function: Full text
File-Format: application/pdf
Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:1:id:23

Template-Type: ReDIF-Article 1.0
Author-Name: Tanjina Jahan
Author-Workplace-Name: Yangzhou University, China
Title: Language Policy, Nationalism, and Women’s Participation in Bangladesh’s Foreign Diplomacy
Publication-Status: Published
Abstract: Language is not merely a tool of communication; it is a site of power, identity, and geopolitical negotiation. In Bangladesh, the legacy of the 1952 Language Movement has rendered Bengali a powerful symbol of nationalism, yet in diplomacy, English continues to dominate. This paper, grounded in the Feminist Linguistic Coloniality (FLC) framework, investigates how this linguistic dualism affects Bangladeshi women's participation in foreign diplomatic services. Using a qualitative approach—in-depth interviews with 10 current and former female diplomats and discourse analysis of official diplomatic documents and UN speeches—the study reveals that English proficiency functions as a gatekeeping mechanism. Women diplomats from non-English-medium backgrounds face systematic disadvantage in promotion and international assignments. Employing FLC's concepts of 'Gendered Linguistic Gatekeeping' and 'Linguistic Hegemony,' the paper argues that Bangladesh's language-in-diplomacy policy inadvertently perpetuates gender inequality by privileging a colonial language. The paper critiques the foreign ministry's training programs for being gender-blind and linguistically assimilationist. It recommends a bilingual diplomatic training model that recognizes Bengali as an equal language of international communication, targeted language skill development for women diplomats, and gender-responsive language policies. The findings have implications for South Asian regional diplomacy, South-South cooperation, and the broader global discourse on language rights and gender justice in IR. This study is grounded in the author’s positionality as a Bangladeshi researcher and a PhD candidate at Yangzhou University, China, which offers a critical insider perspective on the linguistic and gendered dynamics of Bangladesh’s diplomacy.
Keywords: language policy, Feminist IR, women diplomats, Bangladesh foreign policy, nationalism, Feminist Linguistic Coloniality, linguistic capital
Journal: Universitas: Journal of Global Research and Innovation
Pages: 71-85
Volume: 1
Issue: 1
Year: 2026
Month: August
DOI: 10.5281/zenodo.22540960
File-URL: https://universitasjournal.com/index.php/about/article/view/24
File-Function: Abstract page
File-Format: text/html
File-URL: https://universitasjournal.com/index.php/about/article/download/24/6
File-Function: Full text
File-Format: application/pdf
Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:1:id:24

Template-Type: ReDIF-Article 1.0
Author-Name: John Rey Tumulin
Author-Workplace-Name: Monkayo National High School
Title: The Double-Edged Sword of AI How Dependence Moderates the Link Between Self-Regulated Learning and CriticalThinking of Students
Publication-Status: Published
Abstract: This study examined the association between self-regulated learning (SRL) and critical-thinking performance, with AI dependence as a moderator. Data were collected via survey questionnaires using a quantitative research with descriptive-correlational design from 164 college students. Data were analyzed using Pearson correlation and moderation analysis. SRL was divided into forethought and planning, performance and self-monitoring, and self-reflection and evaluation. SRL manifested an overall high level (MS = 4.14). Critical thinking manifested a high level with a mean score of 16.20 out of 20. AI dependence obtained an overall MS of 2.68. SRL has a significant and moderate correlation with critical-thinking performance r(162) = .56, p < .001. Results of moderation analysis revealed a statistically significant interaction effect between SRL and AI dependence. The study showed that AI can serve as a helpful tool for the learning and development of the critical-thinking abilities of students, given their intentional use. However, a high level of dependence may influence the strength of the relationship of SRL towards critical thinking. Findings highlight the need for responsible integration of AI in learning, learner autonomy, and strategies for nurturing independent thinking.
Keywords: artificial intelligence; AI dependence; critical thinking; self-regulated learning; higher education; student learning; moderation analysis
Journal: Universitas: Journal of Global Research and Innovation
Pages: 86-102
Volume: 1
Issue: 1
Year: 2026
Month: August
DOI: 10.5281/zenodo.23273112
File-URL: https://universitasjournal.com/index.php/about/article/view/67
File-Function: Abstract page
File-Format: text/html
File-URL: https://universitasjournal.com/index.php/about/article/download/67/46
File-Function: Full text
File-Format: application/pdf
Handle: RePEc:nvp:ujgri1:v:1:y:2026:i:1:id:67