Journal of Education, Society and Behavioural Science

The Digital Reset: Cultivating Digital Discipline and Inner Balance

Wathsala Sripali Kumarasinghe — 2026-04-30

The world is becoming increasingly interconnected by technology, leading to digital addiction with adverse effects (cognitive impairment, sleep disruptions, and workplace productivity) that have been amplified. Therefore, digital wellness is being emphasized, which describes a mindful, measured, and deliberate attitude toward our relationship with digital technologies. Digital wellness is not intended to pull us away from disconnections; it aims for healthy interactions that build psychological resilience, emotional regulation, and physical health. The fundamental backing of digital wellness is self-regulation. Users take preventative measures like screen-time or app-based restrictions, tech-free zones and digital detoxes. While many users want to reduce their smartphone or other digital device usage, changing behaviour is often a challenging task to achieve. While the landscape of popular digital wellness tools and apps in this space has exploded to aid in this, evidence-based research exploring their efficacy is very limited, and the onus for implementation most often falls on an individual’s ability to push through and avoid temptation from the reclamation of one’s attention that awaits us digitally. This paper provides that definition, and through it, awareness is raised of the significance of digital hygiene as a means for both personal well-being and environmental conservation.

The review aims to combine ideas and perspectives from existing literature on psychology, public health, education, and technology use to develop an overarching understanding of digital discipline and inner balance.

Possessions and Life Experiences of University Students from the Perspective of Behavioral Economics

Oscar Gonzalez Muñoz — 2026-04-20

Background: Economic decision-making is not purely rational or profit-driven, but shaped by a combination of objective information, personal beliefs, experiences, and social context. Modern economic thought recognizes that individuals construct decisions through both logical calculations and subjective perceptions, where values and context play an important role alongside rational analysis.

Objective: To analyze the thinking of students at the Veracruzana University in Mexico, regarding their perception of having resources in contexts of economic inequality, in order to recognize their level of acceptance of their current life circumstances, demonstrating that material dependencies are related to the generation of life expectations.

Methodological Design: This study focused on analyzing articles, reports, and blogs on the theory of rational agent behavior. This theory helps to understand how people are expected to respond in the future and highlights the importance of personal feelings in the decisions they make. The analysis investigated the characteristics of consumers that influence rational processes and expectations through a field study using a data collection instrument (survey) administered on-site during the last two months of 2025. The results were descriptive and suggestive regarding the understanding of expectations among specific groups.

Results: The study found that university students—particularly younger generations—are sensitive to life experiences and possessions as a means of achievement. From a cognitive perspective, their experience centered on personal life processes influences the generation of expectations based on past experiences.

Limitations of the Research: Insufficient recent information demonstrating systematized rational thought processes related to life perceptions.

Findings: Cognitive processes are fundamental to understanding decision-making within the population. Being economically dependent can foster feelings of vulnerability and dissatisfaction with one's personal experiences. However, it is also related to a sense of having made better decisions, demonstrating that family or parental support as the source of resources can contribute to a better-lived life.

The Role of Traditional Games in Supporting Neuroscience-informed Learning at the ECCE Stage

Showkeen Bilal Ahmad Gul — 2026-04-23

Play-based learning in the Early Childhood Care and Education (ECCE) supports brain development and holistic growth, as highlighted by National Education Policy 2020. Traditional games foster cognitive, social, and motor skills through interactive, culturally rooted experiences. This study explores the ways in which traditional games like Kho-Kho, Hopscotch (Saz Loung), Garam (Santooli), and Kabaddi can promote neuroscience-informed learning in the Early Childhood Care and Education stage. The study investigated how traditional games can support neuroscience-informed learning in ECCE stage, based on the idea that play is the primary mechanism by which young children develop their brains. The study found that Hopscotch (Saz Loung) and Garam (Santooli) improve recall, coordination, and analytical thinking, while Kabaddi and Kho-Kho foster cooperation, planning, and self-control through the analysis of classroom observations, developmental assessments, and teacher and parent interviews. In addition to developing skills, these games foster a sense of community and cultural identity in children. According to the research, traditional play is not only recreational but also a potent, affordable, and culturally appropriate tool for a child's overall development. By incorporating these games into ECCE programs, learning experiences can be enhanced and made more engaging and in line with children's natural brain development.

Implementation of the Safety Management Pillars, Following Behavioral Safety Aspects Resulting in Increased Safety Belief and Values in the Pharmaceutical Industry

A. Yudhistra Kumar — 2026-04-28

Safety management pillars, which play an important role in the pharmaceutical industry, the various precautions for handling the solvents and chemicals, which are flammable, irritant, corrosive, oxidizer and environmental impact when exposed to the abnormal condition have been presented. In this scenario it is very much important that the appropriate behavioral concepts are followed to get the desired output with the highest safety standards in the occupational environment, which leads to the narrowing down the unsafe acts, conditions and near misses in the working environment. By implementing the safety management pillar, adopting the behavioral based safety concept by the safety leadership team will result in more behavioral based safety (BBS) interactions. All the concepts of the safety implications, which are followed in the pharmaceutical industry is directly related to the subconscious minds, so people are trained in handling the normal and abnormal situation in the pharmaceutical industry, in this regard we have dedicated fire marshals and the emergency response team members to tackle the emergency situation. In order to strengthen the mindset of the individuals we have conducted mock drills, so that highest safety beliefs and values are maintained in the occupational environment. The paper briefly discusses on the practical aspects of the safety in the hazardous chemical industry like pharmaceutical industry, there is very less published combined information regarding safety management pillars, various behavioral aspects leading to the increased belief and values. Further In this paper we have tried to give an qualitative view picture of the how the different elements of the safety management pillars leading to increased safety beliefs and values have been adopted in the working environment.

Socioeconomic Status as a Predictor of Career Risk-taking Behaviour among Secondary School Students in West Bengal, India

Sankar Bairagi — 2026-04-30

Career choices are not merely decisions about the future, but reflections of how individuals perceive risk, opportunity, and possibility. This study examines the predictive role of socioeconomic status (SES) in shaping career risk-taking behaviour among secondary school students in West Bengal, India. Using a quantitative descriptive survey design, data were collected from 212 students through multistage sampling and analysed using descriptive and inferential statistics, including correlation, Chi-square, ANOVA, and multiple regression analyses. The findings indicate that a majority of students (74.5%) exhibit a moderate level of career risk-taking behaviour (M = 116.66, SD = 20.51). Inferential results reveal no statistically significant relationship between SES and career risk-taking behaviour (r = -0.035, p > 0.05), and no significant association across income groups (χ²(6) = 2.760, p = 0.838). Further, ANOVA results show no significant group differences (F(3,208) = 0.871, p = 0.457), while regression analysis confirms that SES and demographic variables do not significantly predict career risk-taking behaviour (R² = 0.010, p = 0.568). These findings challenge the conventional assumption of socioeconomic determinism, indicating that career risk-taking behaviour is largely independent of SES and may be influenced more by psychological and contextual factors. The study contributes empirical evidence from the Indian context and highlights the need for multidimensional approaches in career development and policy frameworks.

The Mediating Effect of Professional Development on the Relationship between Efficacy and Burnout among Early Childhood Teachers

Diane B. Maglaway — 2026-05-02

Background: Teacher burnout, intensified by evolving educational demands and hybrid work environments, poses a critical threat to educators’ well-being, effectiveness, and overall educational quality worldwide.

Aims: This study was conducted to determine the mediating role of professional development in the relationship between efficacy and burnout.

Study Design: Predictive Design.

Place and Duration of Study: The study was carried out in selected private schools in Davao City.

Methodology: The study was conducted to 12 selected private schools in Davao City. A total of 182 ECE teachers, determined through one-stage cluster sampling technique, responded to a 3-part survey questionnaire. Descriptive, correlation, and mediation statistics were used in the analysis.

Results: Descriptive statistics of the study showed very high level (M = 3.63) of professional development and teacher efficacy (M = 3.62), and a high level of teacher burnout (M = 2.88). The correlation between professional development and teacher burnout (r = .136, p = .068 indicated a non-significant relationship, while the correlation between teacher efficacy and teacher burnout (r = -.834 and a p= <.001) indicated a high negative significant relationship. Moreover, the mediation analysis revealed that while the indirect effect of teacher efficacy on teacher burnout through professional development was significant, the direct and total effects were not. This indicates that professional development acts as a full mediator in this relationship.

Conclusion: The study concluded that professional development has a significant mediating effect on the relationship between teacher efficacy and burnout. Furthermore, because the indirect effect is significant while the direct effect is not, the data indicate that the mediation of professional development in the relationship is full.

Adaptive Visual Pedagogy and Agro-Nutrition Learning Outcomes in Rural Agricultural Extension: A Quasi-Experimental Study in Southeast Nigeria

Onyebuchi-Igbokwe Grace Chizoma — 2026-05-12

Despite advances in digital agriculture and nutrition education, limited empirical evidence exists on the effectiveness of visually mediated digital learning tools in improving agro-nutrition knowledge and dietary behavior among rural farming households in Nigeria. This study investigated the effectiveness of adaptive visual pedagogy in enhancing learning outcomes within rural agricultural extension systems in Southeast Nigeria. Grounded in constructivist learning theory and multimedia learning principles, the study adopted a quasi-experimental design involving 372 valid respondents drawn from Ebonyi and Imo States. Participants were assigned to experimental and control groups, with the experimental group exposed to digitally mediated, visually enriched agro-nutrition learning materials, while the control group received conventional extension messages. Data were collected using structured questionnaires and analyzed using descriptive and inferential statistics, including t-tests, chi-square analysis, ANOVA, and multiple regression. The findings indicate that adaptive visual pedagogy significantly improved agro-nutrition knowledge and learning outcomes, with the experimental group outperforming the control group. The results further reveal a strong effect size, confirming the practical significance of the intervention. In addition, exposure to digital visual learning was significantly associated with improved dietary diversity, while digital exposure and participation intensity emerged as key predictors of knowledge gains. The study concludes that adaptive visual pedagogy is an effective tool for improving agro-nutrition knowledge and bridging the knowledge–behavior gap in rural extension systems. It recommends the integration of visually driven digital learning approaches into agricultural extension policies in developing contexts.

Information Needs and Readiness for Blended Learning Adoption among University Instructors at the University of Health and Allied Sciences

Hawa Osman — 2026-05-18

Blended learning combines face-to-face teaching with online learning tools to support flexible and interactive education in higher education. Its increasing adoption highlights the growing role of digital technologies in enhancing teaching and learning.

This study explored lecturers’ information needs and readiness for blended learning design and delivery in higher education. Specifically, the study sought to: (1) examine lecturers’ information needs regarding the design and delivery of blended learning, and (2) explore lecturers’ perceptions of their readiness to adopt blended learning approaches in teaching. A qualitative approach was used, drawing on in-depth interviews with 20 lecturers across health and social science disciplines. Data were analyzed thematically under the two study objectives.

Findings show that blended learning is generally understood as the integration of online and face-to-face instruction, but with varying levels of conceptual depth. While digitally competent lecturers viewed it as a structured pedagogical approach requiring intentional instructional design, less digitally skilled participants perceived it as fragmented and challenging to implement. Key information needs included guidance on instructional design, balancing online and in-person content, effective use of learning management systems, student engagement strategies, and assessment methods, particularly for maintaining academic integrity and evaluating practical skills. Institutional support and continuous training were also identified as critical gaps.

Regarding readiness, participants demonstrated a continuum from high to low readiness, influenced by digital competence, discipline, and institutional support. ICT and health information lecturers reported higher readiness, while some in clinical and social science disciplines expressed limited confidence and anxiety. Student engagement and infrastructure challenges further affected adoption intentions. The study concludes that successful blended learning implementation requires structured instructional support, sustained professional development, and improved institutional infrastructure.

Understanding Science Teachers’ Epistemic Beliefs and Their Pedagogical Practices

Manisha Singh — 2026-05-19

Teaching depends on two main pillars: the teacher's epistemic beliefs and their pedagogical practices. The first pillar adds to the theoretical framework, and the second pillar focuses on the practical aspect. The objectives of the present study are to analyse the relationship between science teachers’ epistemic beliefs and their pedagogical practices; to identify specific areas of alignment and misalignment between teachers’ epistemic beliefs and their teaching practices in science, and to explore how incomplete or inaccurate epistemic beliefs about the nature of science influence instructional decisions and teaching strategies. The study is qualitative in nature. The sample size is 50 in-service science teachers teaching classes from 6th to 12th grade, selected through purposive sampling. The interview findings revealed a nuanced relationship between science teachers’ epistemic beliefs and their pedagogical practices, showing that while many have sophisticated views, a significant "theory-practice disparity" exists. Notable misalignments occur when underdeveloped beliefs regarding the nature of science lead to passive, teacher-centred instruction rather than constructivist methods. These findings suggest that contextual barriers, such as rigid curricula and limited resources, often impede the operationalisation of epistemic beliefs, highlighting the need for targeted interventions to align theoretical understanding with classroom enactment.