Exploring the Lived Experiences of Criminology Students in Coping with Academic and Training Demands

Criminology education requires students to balance rigorous academic requirements with physically demanding training activities. This study explored the lived experiences of criminology students in coping with academic pressure and training demands in a higher education institution in Lanao del Norte. Using phenomenological research design, the study explored how students manage the overlapping demands of academic coursework and quasi-military style training. Ten third-year criminology students who were selected through purposive sampling participated in the study. Data was collected through in-depth interviews and analyzed using Moustakas’ phenomenological method of data analysis. The findings revealed six themes describing students’ coping experiences: embodied strain and self-regulation; peer support and social influence; time management and prioritization; adaptation to different learning and training environments; institutional policies and resources; and motivation driven by personal and professional aspirations. The study concludes that criminology students experience significant academic and training pressures but develop coping strategies and resilience that help them adapt and persist in their educational journey. Hence, the administration ensures that criminology programs strengthen institutional support systems and student wellness initiatives to help learners effectively manage academic and training demands.

academic pressure, criminology students

1. Abdullah Alkhawaldeh, Omari, O. A., Samir Al Aldawi, Hashmi, I. A., Ballad, C. A., Ibrahim, A., Sulaiman Al Sabei, Arwa Alsaraireh, Qadire, M. A., & ALBashtawy, M. (2023). Stress Factors, Stress Levels, and Coping Mechanisms among University Students. The Scientific World JOURNAL, 2023, 1–9. https://doi.org/10.1155/2023/2026971 [Google Scholar] [Crossref]

2. Acoba, E. F. (2024). Social support and mental health: the mediating role of perceived stress. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1330720 [Google Scholar] [Crossref]

3. Algorani, E. B., & Gupta, V. (2023, April 24). Coping Mechanisms. Nih.gov; StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK559031/ [Google Scholar] [Crossref]

4. Alixandrescu, R.-M. (2025). Developing Future Military Leaders: The Impact of Time Management Abilities on Academic Performance. Land Forces Academy Review, 30(3), 387–397. https://doi.org/10.2478/raft-2025-0038 [Google Scholar] [Crossref]

5. Amoroso, F. (2025). Teacher’s Resilience and Coping Strategies in the Face of Work-Related Pressures in Diverse School Context. International Journal for Multidisciplinary Research, 7(3). https://doi.org/10.36948/ijfmr.2025.v07i03.44395 [Google Scholar] [Crossref]

6. Annala Tesfaye, L., Sarin, A., & Tesfaye, Y. (2025). Ownership, hegemony, and resistance in Ethiopia’s rural drinking water governance. Ecology and Society, 30(4). https://doi.org/10.5751/ES-16061-300419 [Google Scholar] [Crossref]

7. Arunima Baidya, & Mukherjee, D. A. (2025). International Journal of Indian Psychȯlogy , 13(3). https://doi.org/10.25215/1303.410 [Google Scholar] [Crossref]

8. Bel, J., & Bel, J. (2025). Attitudes, habits and board performance of newly registered criminologists: A basis for criminology program enhancement. International Journal of Research and Innovation in Social Science, 9(1), 3199–3226. https://econpapers.repec.org/article/bcpjournl/v_3a9_3ay_3a2025_3ai_3a1_3ap_3a3199-3226.htm [Google Scholar] [Crossref]

9. Buton, H. C., Baris, R. C., Vergel, Bautista, R. L., Santos, Bartolome, Emmanuel, D., & Jarmel, R. P. (2022). Stress Management of Criminology Students of CICOSAT Colleges. Ascendens Asia Singapore – Union Christian College Philippines Journal of Multidisciplinary Research Abstracts, 5(1), 95–95. https://ojs.aaresearchindex.com/index.php/aasguccphjmra/article/view/12581 [Google Scholar] [Crossref]

10. Cai, Z., & Meng, Q. (2025). Academic resilience and academic performance of university students: The mediating role of teacher support. Frontiers in Psychology, 16, 1463643. https://doi.org/10.3389/fpsyg.2025.1463643 [Google Scholar] [Crossref]

11. Carapeto, M. J., Agostinho, I., Grácio, L., & Santos, D. (2025). Between Support and Risk: The Dual Role of Peer Relationships in Adolescents’ Mental Health. Children, 12(11), 1569. https://doi.org/10.3390/children12111569 [Google Scholar] [Crossref]

12. Catubig Oblianda, J. (2024). Mapping of course outcomes: Basis for an enhanced criminology educational plan. International Journal of Social Science Research and Review, 7(12), 84–106. https://doi.org/10.47814/ijssrr.v7i12.2414 [Google Scholar] [Crossref]

13. Chong, L. Z., Foo, L. K., & Chua, S.-L. (2025). Student burnout: A review on factors contributing to burnout across different student populations. Behavioral Sciences, 15(2), 170. https://doi.org/10.3390/bs15020170 [Google Scholar] [Crossref]

14. Copley, L. (2025, August 22). Resilience theory: Core concepts & research insights. PositivePsychology.com. https://positivepsychology.com/resilience-theory/ [Google Scholar] [Crossref]

15. Dahir Mohamed, A., & Jeilani, A. (2025). Mediating role of social support and self-efficacy on academic stress and psychological well-being among university students in Mogadishu, Somalia. F1000Research, 13, 1108. https://doi.org/10.12688/f1000research.155275.3 [Google Scholar] [Crossref]

16. De la Fuente, J., Santos, F. H., Garzón-Umerenkova, A., Fadda, S., Solinas, G., & Pignata, S. (2021). Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being. Frontiers in Psychiatry, 12. https://doi.org/10.3389/fpsyt.2021.596453 [Google Scholar] [Crossref]

17. Deep, P. D., & Chen, Y. (2025). Student burnout and mental health in higher education during COVID-19: Online learning fatigue, institutional support, and the role of artificial intelligence. Higher Education Studies, 15(2), 381–401. https://eric.ed.gov/?id=EJ1471268 [Google Scholar] [Crossref]

18. Dixon, T. (2022, March 13). Emotion-focused vs. Problem-focused Coping Strategies | IB Psychology. IB Psychology. https://www.themantic-education.com/ibpsych/2022/03/14/emotion-focused-vs-problem-focused-coping-strategies/ [Google Scholar] [Crossref]

19. Duckworth. (2026). Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6). https://doi.org/10.1037/0022-3514.92.6.1087 [Google Scholar] [Crossref]

20. Eduardo, J. P., & Gabriel, A. G. (2021). Indigenous peoples and the right to education: The Dumagat experience in the provinces of Nueva Ecija and Aurora, Philippines. Sage Open, 11(2). https://doi.org/10.1177/21582440211009491 [Google Scholar] [Crossref]

21. Elizondo, K., Valenzuela, R., Pestana, J. V., & Codina, N. (2023). Self‐regulation and procrastination in college students: A tale of motivation, strategy, and perseverance. Psychology in the Schools, 61(3), 887–902. https://doi.org/10.1002/pits.23088 [Google Scholar] [Crossref]

22. Espulgar, K. D., Faeldan, Z. J., Ferre, C. J., Frago, J. A., Galanao, A. F., Narvaez, R. A., Macaraeg, E., & Antonio, R. (2024). Assessment of coping strategies among nursing students: Basis for psychological first aid. World Journal of Nursing Research, 64–72. https://www.scipublications.com/journal/index.php/wjnr/article/view/1072 [Google Scholar] [Crossref]

23. Fluharty, M., Bu, F., Steptoe, A., & Fancourt, D. (2021). Coping strategies and mental health trajectories during the first 21 weeks of COVID-19 lockdown in the United Kingdom. Social Science & Medicine, 279, 113958. https://doi.org/10.1016/j.socscimed.2021.113958 [Google Scholar] [Crossref]

24. Fu, Y., Wang, Q., Wang, X., Zhong, H., Chen, J., Fei, H., Yao, Y., Xiao, Y., Li, W., & Li, N. (2025). Unlocking academic success: the impact of time management on college students’ study engagement. BMC Psychology, 13(1). https://doi.org/10.1186/s40359-025-02619-x [Google Scholar] [Crossref]

25. Găgilă, L.-Ș., Cojocaru, T., Pînzariu, G.-M., Sauciuc, D. G., Lupașcu, D. E., Sauciuc, L. A., Ursachianu, I. I., & Cojocaru, E. (2024). The Impact of Sleep Patterns on Academic Performance and Social Integration among Medical Students. Journal of Biosciences and Medicines, 12(08), 189–198. https://doi.org/10.4236/jbm.2024.128014 [Google Scholar] [Crossref]

26. Hamadi, H. Y., Zakari, N. M. A., Jibreel, E., Nami, A., Jamel, & Haddad, B. (2021). Stress and coping strategies among nursing students in clinical practice during COVID-19. Nursing Reports, 11(3), 629–639. https://doi.org/10.3390/nursrep11030060 [Google Scholar] [Crossref]

27. Haque, M., & Ahmad, E. (2025). Phenomenology as a Research Methodology: Exploring Lived Experiences in Teacher Education and Contemporary Educational Research. International Journal for Multidisciplinary Research, 7(4). https://doi.org/10.36948/ijfmr.2025.v07i04.52786 [Google Scholar] [Crossref]

28. Heemskerk, C., Strand, S., & Malmberg, L. (2022). Physical activity predicts task‐related behaviour, affect and tiredness in the primary school classroom: A within‐person experiment. British Journal of Educational Psychology, 93(S1), 130–151. https://doi.org/10.1111/bjep.12523 [Google Scholar] [Crossref]

29. Heyrosa, W. J., & [Author name missing]. (2025). From theory to practice: Exploring criminology students’ experiences during internship program. International Journal of Innovative Science and Research Technology, 10(5), 2063–2080. https://doi.org/10.38124/ijisrt/25may987 [Google Scholar] [Crossref]

30. Hughes, J. (2024). Stress and trauma-related concerns among law enforcement [Master’s thesis, Concordia University–St. Paul]. DigitalCommons@CSP. https://digitalcommons.csp.edu/human-services_masters/16/ [Google Scholar] [Crossref]

31. Hugo Condori Meléndez, Mirtha Sussan Trejo de Rios, Juan Carlos Lázaro Guillermo, Lila Ramírez Zumaeta, & Carlos Alberto Giles Abarca. (2022). Resilience and stress coping strategies of university students in times of pandemic. Journal of Pharmaceutical Negative Results, 13(4), 679–685. https://doi.org/10.47750/pnr.2022.13.04.091 [Google Scholar] [Crossref]

32. Jacobs, C. (2024, March 15). The Benefits of Collaborative Learning Through Peer Teaching. Collegexpress.com; CollegeXpress. https://www.collegexpress.com/articles-and-advice/majors-and-academics/blog/the-benefits-of-collaborative-learning-through-peer-teaching/ [Google Scholar] [Crossref]

33. Jadia, E. G., Pura, M., & Limos-Galay, J. A. (2023). Coping strategies and academic performance of working high school students in San Jose West District. International Journal of Research Studies in Management, 11(2). https://doi.org/10.5861/ijrsm.2023.1017 [Google Scholar] [Crossref]

34. Jennifer, Alvarez, N., & Kandil, Y. (2022). Developing community co-designed scenario-based training for police mental health crisis response: A relational policing approach to de-escalation. Journal of Police and Criminal Psychology, 37(3), 587–601. https://doi.org/10.1007/s11896-022-09500-2 [Google Scholar] [Crossref]

35. Jeszel, M., Billones, J., Borces, J., Stephanie, M., Salvacion, A., Sumicad, E., & Alfanta, M. (2025). Describing the Time Management of Working Students Enrolled in the Business Education Program. International Journal of Research Publication and Reviews Journal Homepage: Www.ijrpr.com, 6, 4494–4504. https://ijrpr.com/uploads/V6ISSUE3/IJRPR40216.pdf [Google Scholar] [Crossref]

36. Koçak, O., Ak, N., Erdem, S. S., Sinan, M., Younis, M. Z., & Erdoğan, A. (2021). The Role of Family Influence and Academic Satisfaction on Career Decision-Making Self-Efficacy and Happiness. International Journal of Environmental Research and Public Health, 18(11), 5919. https://doi.org/10.3390/ijerph18115919 [Google Scholar] [Crossref]

37. Kordzanganeh, Z., Bakhtiarpour, S., Hafezi, F., & Dashtbozorgi, Z. (2021). The Relationship between Time Management and Academic Burnout with the Mediating Role of Test Anxiety and Self-efficacy Beliefs among University Students. Journal of Medical Education, 20(1). https://doi.org/10.5812/jme.112142 [Google Scholar] [Crossref]

38. Kovács, K., Dobay, B., Halasi, S., Pinczés, T., & Tódor, I. (2024). Demands, resources and institutional factors in the work of academic staff in Central and Eastern Europe: results of a qualitative research among university teachers in five countries. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1326515 [Google Scholar] [Crossref]

39. Kumar Shivam. (2024, October 7). Kumar Shivam. 21K School Philippines. https://www.21kschool.com/ph/blog/importance-of-discipline-in-students-life/ [Google Scholar] [Crossref]

40. Lacanilao, O. G. (2024). COPING STRATEGIES AMONG CRIMINOLOGY STUDENTS: BASIS FOR THE DEVELOPMENT OF A SUPPORT PROGRAM. EPRA International Journal of Multidisciplinary Research (IJMR), 10(6), 1–1. https://eprajournals.com/IJMR/article/13479 [Google Scholar] [Crossref]

41. Lan, Z., Liu, H., Huang, X., Wang, Q., Deng, F., & Li, J. (2023). The Impact of Academic Pressure and Peer Support on Adolescents’ Loneliness: A Polynomial Regression and Response Surface Analysis. Psychology Research and Behavior Management, Volume 16, 4617–4627. https://doi.org/10.2147/prbm.s435977 [Google Scholar] [Crossref]

42. Lapuebla, J. P. (2025, April 5). Perceptions of criminology faculty on RA 11131 implementation challenges. Studocu. https://www.studocu.com/row/document/harvarde-college-of-science-business-and-management-studies/bachelor-of-science-in-criminology/navigating-challenges-ra-11131-revised/122938389 [Google Scholar] [Crossref]

43. Ling, J., Chen, S., & Marina, M. (2024). Coping strategies mediated the relationship between perceived stress and hair cortisol among socioeconomically marginalized parents. Health Psychology and Behavioral Medicine, 12(1). https://doi.org/10.1080/21642850.2024.2399211 [Google Scholar] [Crossref]

44. Litam, S. D. A., & Chan, C. D. (2022). Experiences of stress and help-seeking behaviors in Filipino Americans. International Journal for the Advancement of Counselling, 44(4), 586–603. https://doi.org/10.1007/s10447-022-09485-x [Google Scholar] [Crossref]

45. Lomotey, J. (2025). Balancing Multiple Roles as a Spouse, Parent, Worker, Student, and Church Leader in Marriage: An Exploratory Study. Quest Journals Journal of Research in Business and Management, 13(11), 2347–3002. https://doi.org/10.35629/3002-13110715 [Google Scholar] [Crossref]

46. Lumingkit, N. N. D., Ramientos, C. M. C., Calimpong Jr., E. M., Pescador, F. C. L., Daniel, E. R., & Cuevas Jr., J. F. (2024). Challenges of criminology students during the internship program: A qualitative study. Mediterranean Journal of Basic and Applied Sciences, 8(4), 1–14. https://doi.org/10.46382/mjbas.2024.8401 [Google Scholar] [Crossref]

47. Majerová, N., & Sokolová, L. (2025). Well-being and academic stress in higher education students: interview and diary study. International Journal of Qualitative Studies on Health and Well-Being, 20(1). https://doi.org/10.1080/17482631.2025.2602369 [Google Scholar] [Crossref]

48. Manuel Jr., R. B., & Paglinawan, J. L. (2025). Breaking barriers: Issues encountered by criminology students in science-related subjects. International Journal of Research and Innovation in Applied Science, 10(5), 474–482. [Google Scholar] [Crossref]

49. Marlatte, H., Di, P. M., & Andersen, J. P. (2025). Physiological stress differentially impacts cognitive performance during and after simulated police encounters involving a mental health crisis. Frontiers in Psychology, 16, 1549752. https://doi.org/10.3389/fpsyg.2025.1549752 [Google Scholar] [Crossref]

50. Martin, S. (2024, August 20). Students Grapple With Weight of Achievement Pressure. NASSP. https://www.nassp.org/2024/08/20/students-grapple-with-weight-of-achievement-pressure/ [Google Scholar] [Crossref]

51. Masten, A. S. (2021). Resilience in Developmental Systems. Multisystemic Resilience, 113–134. https://doi.org/10.1093/oso/9780190095888.003.0007 [Google Scholar] [Crossref]

52. McLean, L., Gaul, D., & Penco, R. (2022). Perceived social support and stress: A study of first-year students in Ireland. International Journal of Mental Health and Addiction, 21(4), 2101–2121. https://doi.org/10.1007/s11469-021-00710-z [Google Scholar] [Crossref]

53. Mohamed, N. A., Ali, S. O., Elsayed, E., Ahmed, A. L., & Wahba, A. M. (2024). Predictors of academic and clinical stress among nursing students. SAGE Open Nursing, 10, Article 23779608241290392. https://doi.org/10.1177/23779608241290392 [Google Scholar] [Crossref]

54. Molina-Espinosa, J. M., Suárez-Brito, P., Gutiérrez-Padilla, B., López-Caudana, E. O., & González-Mendoza, M. (2024). Academic performance as a driver for reasoning for complexity and digital transformation competencies. Frontiers in Education, 9, 1426183. https://doi.org/10.3389/feduc.2024.1426183 [Google Scholar] [Crossref]

55. Nordstokke, D. W., & Hindes, Y. (2025). Relationships between first-year student resilience and academic stress. Behavioral Sciences, 15(6), 772. https://doi.org/10.3390/bs15060772 [Google Scholar] [Crossref]

56. Obbarius, N., Fischer, F., Liegl, G., Obbarius, A., & Rose, M. (2021). A Modified Version of the Transactional Stress Concept According to Lazarus and Folkman Was Confirmed in a Psychosomatic Inpatient Sample. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.584333 [Google Scholar] [Crossref]

57. Osman, A., & Ahmed, I. O. M. (2021). Religious orientation, academic stress and religious coping among first year undergraduate students. IIUM Journal of Educational Studies, 9(2), 123-140. [Google Scholar] [Crossref]

58. Pérez-Jorge, D., Boutaba-Alehyan, M., González-Contreras, A. I., & Pérez-Pérez, I. (2025). Examining the effects of academic stress on student well-being in higher education. Humanities and Social Sciences Communications, 12(1). https://doi.org/10.1057/s41599-025-04698-y [Google Scholar] [Crossref]

59. Pravin Bhujbal, M., & Verma, S. (2024). The Influence of Peer Pressure on Students: Cause, Effect, and Strategies for Intervention. IJFMR240528091, 6(5). https://www.ijfmr.com/papers/2024/5/28091.pdf [Google Scholar] [Crossref]

60. Reaghan Gittin. (2025, February 12). Work and school balance is achievable using these strategies. ASU Learning Enterprise. https://learning.asu.edu/newsroom/learner-stories/work-and-school-balance/ [Google Scholar] [Crossref]

61. Republic Act No. 11131. (2018). Lawphil.net. https://lawphil.net/statutes/repacts/ra2018/ra_11131_2018.html [Google Scholar] [Crossref]

62. Ricardel, K. N. (2023). The journey of advanced Reserve Officer Training Course cadets: Balancing academics, leadership, and military training. International Journal of Research and Innovation in Social Science, 7(6), 1527–1539. https://ideas.repec.org/a/bcp/journl/v7y2023i6p1527-1539.html [Google Scholar] [Crossref]

63. Sabaliauskas, S., Ingelevič, K., Misiūnienė, O., & Jakavonytė-Akstinienė, A. (2025). The relationship between stress, academic motivation, and subjective vitality among nursing students. Nursing Reports, 15(8), 300. https://doi.org/10.3390/nursrep15080300 [Google Scholar] [Crossref]

64. Salahuddin, M. F., Walker, J., Zambrana, E. H., Gupta, V., Jung, K., Pandi-Perumal, S. R., & Manzar, M. D. (2025). Self-Regulation Mediates the Relationship Between Stress and Quality of Life in Shift-Working Healthcare Professionals: Behavioral Clustering Insights. European Journal of Investigation in Health, Psychology and Education, 15(9), 180. https://doi.org/10.3390/ejihpe15090180 [Google Scholar] [Crossref]

65. Sarmiento, J. P. (2022). Samonte-Molina-Munio revised chapters 1–3. Scribd. https://www.scribd.com/document/555247573/SAMONTE-MOLINA-MUNIO-REVISED-CHAPTER-1-3 [Google Scholar] [Crossref]

66. Shan, J., & Xu, T. (2025). The role of hope, academic thriving, and adaptive coping in fostering peace of mind among university students: A mixed-methods study. Frontiers in Psychology, 16, 1510244. https://doi.org/10.3389/fpsyg.2025.1510244 [Google Scholar] [Crossref]

67. Sharma, G., & Yukhymenko-Lescroart, M. A. (2022). Life Purpose as a Predictor of Resilience and Persistence in College Students During the COVID-19 Pandemic. Journal of College Student Retention: Research, Theory & Practice, 26(2), 334–354. https://doi.org/10.1177/15210251221076828 [Google Scholar] [Crossref]

68. Simães, C., Couto, A., Morais, C., Fontes, L., & Gomes, A. R. (2024). Stress and cognitive appraisal in university students: Explaining burnout over time. Ansiedad y Estrés, 30(2), 63–72. https://doi.org/10.5093/anyes2024a9 [Google Scholar] [Crossref]

69. Skage, I., Ertesvåg, S. K., & Dyrstad, S. M. (2022). The levels of use approach as a framework for understanding factors associated with the sustainable implementation of physically active lessons. Teaching and Teacher Education, 112, 103575. https://doi.org/10.1016/j.tate.2021.103575 [Google Scholar] [Crossref]

70. Sula-Sula, L. M. (2024). Academic stress and coping mechanisms [Manuscript]. Scribd. https://www.scribd.com/document/798523870/ACADEMIC-STRESS-AND-COPING-MECHANISMS-FINALLL [Google Scholar] [Crossref]

71. Valentin, M. A., Velasco, R., Robles, C. J., Canlas, P. N., & Paraguya, J. (2023). Self-efficacy and academic resilience among Grade 12 students in a private school: A correlational study. Psychology and Education: A Multidisciplinary Journal, 11(3). https://ejournals.ph/article.php?id=22027 [Google Scholar] [Crossref]

72. Van der Smee, C., McDonald, B., & Spaaij, R. (2024). “There is more room to do it at home”: constructing children’s physical activity spaces. Sport, Education and Society, 30(3), 294–310. https://doi.org/10.1080/13573322.2024.2302492 [Google Scholar] [Crossref]

73. van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. State University of New York Press. [Google Scholar] [Crossref]

74. Vergara, J. Q., Rivera, C. D., Byron, E., Coronado, E. R., Angelo, J., Villegas, K. M., Fronda, M. C., & Anne, M. (2025). Perceived social support as a predictor of mental health among first-year college students at a state university. Journal of Interdisciplinary Perspectives, 3(3). https://ejournals.ph/article.php?id=25727 [Google Scholar] [Crossref]

75. Watson, A. L. (2024). Nurses’ professional quality of life and self-care: A mixed-methods study. American Journal of Critical Care, 33(1), 66–69. https://doi.org/10.4037/ajcc2024714 [Google Scholar] [Crossref]

76. Xu, J., & Chai, W. (2025). Navigating academic expectations and social integration: a moderated mediation analysis of cultural adaptation, peer support, and well-being among Chinese international students. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1633773 [Google Scholar] [Crossref]

77. Zhang, J., Meng, J., & Wen, X. (2025). The relationship between stress and academic burnout in college students: Evidence from longitudinal data on indirect effects. Frontiers in Psychology, 16, 1517920. https://doi.org/10.3389/fpsyg.2025.1517920 [Google Scholar] [Crossref]

78. Zueger, R., Niederhauser, M., Utzinger, C., Annen, H., & Ehlert, U. (2022). Effects of resilience training on mental, emotional, and physical stress outcomes in military officer cadets. Military Psychology, 35(6), 566–576. https://doi.org/10.1080/08995605.2022.2139948 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study