International Journal of Arts, Sciences and Education

Adaptive Workflow-Aware Orchestration for Improving Reliability in End-to-End Testing of Dynamic Web Systems

Sandeepa Marpadga Venkata — 2026-03-31

Building reliable automated testing for modern web systems is difficult because user interfaces change frequently, rendering is often asynchronous, and test runs in CI environments experience variable performance. These factors create false failures that disappear on rerun and consume significant engineering time. While common browser-automation frameworks improve stability compared to older approaches, many suites still behave like fixed scripts that expect one exact screen sequence, making them vulnerable when optional screens, banners, or pop-ups appear. This paper introduces a workflow-aware orchestration method that represents user journeys as checkpoints with validation rules, rather than as a rigid list of steps. During execution, the runner identifies the current screen from stable semantic signals, selects safe next actions, and applies conservative recovery only when needed. Failures are organized into operational categories using standardized run artifacts to support faster triage and controlled rerun policies. In addition, the paper provides a practical overview of freely available testing platforms across multiple layers of a quality pipeline, illustrating how teams can reduce dependence on fragile UI workflows by shifting many checks to lower-cost layers. A step-by-step case study of a typical enterprise journey (sign-in, dashboard navigation, multi-page data entry, review, and confirmation) demonstrates how the approach manages an intermittent modal that appears after the first data-entry page. The runner recognizes the modal as a valid transient state, resolves it safely, re-validates checkpoint conditions, and continues to the final confirmation while maintaining traceable evidence of any recovery actions. The discussion highlights improved run signal quality and reduced diagnostic effort under CI variability.

The Translanguaging Pedagogy 4.0, An Innovative Pedagogical Model for Multilingual and Multicultural Classrooms in the Philippines: The Case of Sulu State University

Alnadzma Tulawie — 2026-03-31

In the context of the Philippines as an inherently multilingual and multicultural nation, the education system continues to face the challenge of developing pedagogical approaches that meaningfully address learners’ linguistic and cultural diversity. This paper aims to develop and articulate Translanguaging Pedagogy 4.0, an innovative pedagogical model grounded in translanguaging theory, digital pedagogy, culturally responsive teaching, and Education 4.0 frameworks. Using a qualitative integrative research design, the study systematically examined selected empirical and theoretical literature to identify the core principles, dimensions, and pedagogical implications of the model for teaching in multilingual multicultural classrooms in the Philippine context. Findings reveal four key dimensions of Translanguaging Pedagogy 4.0: (1) the dynamic use of language as a learning resource, (2) the integration of digital and hybrid learning environments, (3) the cultural anchoring of knowledge and curriculum content, and (4) the promotion of critical and inclusive learner participation. The study demonstrates that Translanguaging Pedagogy 4.0 holds strong potential as a contextualized and innovative framework for advancing decolonized, inclusive, and meaningful education in the Philippines.

Taking the Licensure Examination for Teachers: Why a hard job for BEED Graduates?

Susan Pineda — 2026-03-31

This paper explores the Licensure Examination for Professional Teachers (LEPT) experience of Bachelor of Elementary Education (BEED) examinees in 2014-2018 because this is one of the pressing concerns of the department in consonance to higher accreditation level of the department. This study attempted to determine the factors that make it a hard job for the graduates to take and pass the board examination. Data were obtained from the PRC results and the survey questionnaire administered to the respondents inclusive of five years since these years were the most challenging periods for the results obtained. This study adopted the descriptive qualitative research design in investigating the problem to describe the trend of the results in each year and identify the factors that make it a hard job for the examinees in taking and passing the board exams. In this study, findings revealed that among the five factors, LEPT content is moderately related to the LEP results attendance similar to attendance in the review classes. Meanwhile, preparation for the examination and the program curriculum were also claimed by the participants moderately related and do not affect them very much in taking the teachers’ board examination. It is only the Course Preference/Career Choice with 3.96 composite mean that make it difficult in taking and passing the board examination a hard job. Majority of the graduates claimed that education course is not their course preference that made them reluctant to enhance their skills and abilities in the first three years of their stay in college. Still, others were not very serious when studying the program. They enrolled and took the program because this was the choice of their parents and other members of the family. LEPT results varies for the general education and professional education. Institutional passing rate is generally higher when compared to the national passing rate in 2014 and 2016 but lower in 2015 and 2017. It can be gleaned from the data that the general education passing rate varies. It dropped in 2015, increased in 2016, then dropped again in 2017. Meanwhile, the passing rate in professional education increased in 2016 but dropped constantly from 2016 to 2017. The results can be attributed to the fact that the examinees found the items in the general education easier and can be easily recalled. Graduates of the BEED Program who failed and got low ratings in the board examination took the program lightly. They were not able to attend regularly the review classes, hence, were not able to focus and put themselves on the proper mind set as they took the examination. Graduates who completed the degree were not able to deepen their love and passion for teacher education program that indicate evidence of complexity of real-life dreams and aspirations.

The Role of Meditation in Enhancing Athlete Performance During High-Pressure Conditions

Rezwan Hossain — 2026-03-31

Background: University-level athletes often experience performance deterioration under pressure due to anxiety and attentional lapses, yet psychological support remains limited.

Objective: This study investigated whether a 4-week structured meditation program improves penalty-shooting accuracy and reduces anxiety in male university football players during simulated high-pressure conditions.

Methods: Using a single-group pre-test/post-test quasi-experimental design, 40 male football players (aged 20–25) from Jashore University of Science and Technology, Bangladesh, underwent 16 sessions (45 min each, 4×/week) of a standardised meditation protocol—including diaphragmatic breathing, Anulom-Vilom pranayama, guided imagery, and mindfulness meditation—followed by identical penalty-shooting assessments before and after.

Results: Mean penalty accuracy improved significantly from 3.10 ± 0.79 (pre) to 3.65 ± 0.95 (post), Z = −4.12, p < 0.001, with a large effect size (r = 0.65). Inter-rater reliability was excellent (κ = 0.96).

Conclusion: Brief, structured meditation training enhances performance stability and psychological readiness, supporting its integration into routine sport psychology programming—especially for non-elite or resource-constrained athletic settings. Grounded in the Mindfulness-Acceptance-Commitment (MAC) model, this low-cost intervention offers scalable mental skill development.

Secondary Biology Education Research in Southeast Asia (2020 – 2025): A Bibliometric Analysis and Its Implications in Teaching Biology

Joahna Medida — 2026-03-31

Research in secondary biology education plays a major role in the development of teaching pedagogies, curriculum alignment, and student learning outcomes. Academic interest in biology education across Southeast Asia has drastically increased recently, with regard to curriculum enhancements, student-centered instructions, and technology-enhanced instruction. However, a systematic mapping of research productivity, thematic directions, and collaboration patterns in Southeast Asia remains limited. Examining these trends may provide valuable insights into regional research themes that are dominant and their implications for biology teaching. This study mapped and analyzed research in secondary biology education in Southeast Asia from 2020 to 2025 using bibliometric analysis. A total of 99 Scopus-indexed publications were analyzed to examine publication trends, leading journals, authors, institutions, and countries, as well as collaboration networks and thematic evolution in the region. Bibliometric indicators and visualization tools, including Biblioshiny and VOSviewer, were utilized to examine research productivity, co-authorship patterns, keyword co-occurrence, and emerging research themes in secondary biology education in Southeast Asia from 2020 to 2025. The findings revealed a noticeable increase in publication output toward the latter years of the period, indicating growing research interest in secondary biology education in the region. Indonesia and the Philippines emerged as the most productive contributors, supported largely by national and university-based journals. Thematic analysis showed that in Southeast Asia, student-centered pedagogical approaches, STEM education, assessment practices, and technology-enhanced biology teaching such as blended learning and digital tools dominate the research landscape. Emerging themes emphasized an increasing focus on inquiry-based learning, critical thinking, and digital pedagogies, while collaboration networks suggest that international research partnerships were limited but gradually expanding. The results reflected Southeast Asia’s emphasis on context-responsive and practice-oriented research aligned with ongoing educational reforms. The study concluded by discussing implications for biology teaching, emphasizing the need for evidence-informed instructional practices and stronger research collaboration to further advance secondary biology education in the region.