Journal of Education, Society and Behavioural Science

Reskilling the U.S. Military Workforce for the Agentic AI Era: A Framework for Educational Transformation

Satyadhar Joshi — 2025-11-03

The rapid emergence of agentic artificial intelligence (AI) systems represents a paradigm shift in military operations, demanding fundamental transformation of US military education. This paper presents a comprehensive framework for reskilling and redesigning military education to address critical workforce readiness gaps in the era of autonomous AI systems.

Utilizing a mixed-methods review of defense reports, case studies, and quantitative workforce data, this paper develops a comprehensive framework for reskilling the defense force to address critical readiness gaps in the era of autonomous AI. Through analysis of current AI adoption trends, quantitative workforce assessments, and educational limitations, we identify that only 10-15% of military personnel feel adequately trained for agentic AI integration despite significant investments exceeding $600-900 million in next-generation AI capabilities. Our proposed solution features a multi-tiered educational architecture with progressive competency levels, a continuous curriculum development pipeline, and layered technology integration. The framework addresses identified skills gaps through foundational AI literacy for all personnel, operational competence for mid-career leaders, and strategic AI leadership development. Implementation strategies include phased rollout over 24-36 months, multi-stakeholder engagement models, and comprehensive assessment mechanisms. Findings demonstrate that successful agentic AI integration requires not only technical upskilling but also fundamental changes in pedagogical approaches, institutional culture, and resource allocation—with optimal distribution of 30-40% to technology infrastructure, 20-25% to faculty development, 15-20% to curriculum design, and program evaluation. This research provides actionable recommendations for military education institutions to prepare personnel for human-AI teaming, autonomous system oversight, and ethical AI application in complex operational environments. decrease medical as well as financial burden, hence improving the management of cirrhotic patients. These predictors, however, need further work to validate reliability. All results and proposals are from cited literature.

Design of a Pedagogical Strategy for Large Undergraduate Theoretical Classes: Empathy as a Resource for Teaching and the Incorporation of AI as a Didactic Tool

Osvaldo Garrido-Acosta — 2025-11-11

Aim: Present teaching design for large groups in theoretical undergraduate subjects, considering intangible resources and their management as part of the teaching strategy.

Study Design: The design is didactic.

Place and Duration of Study: The design was done in FES Zaragoza, UNAM, in a group of chemistry II college subject (descriptive chemistry) of the Career of Biology Pharmaceutical Chemist with 60 students enrolled, of which 57 attended regularly.

Methodology: This strategy was designed taking into account the students' personal situation, their interpersonal relationships and empathy among themselves, considering these as intangible resources and managing them to benefit student learning. The strategy was designed by the teacher responsible for the subject and discussed with two teachers from the pharmaceutical area and one professional from administration area to enhance it. The strategy was proposed to the students in an agreement, which was accepted by the students in an assembly and signed by the representatives of the students of the subject group before its implementation in the group.

Results: Students positively perceive that their friendships are considered when forming academic work teams, both internally and externally, with the aim of generating support among peers. They have the empathetic support of a peer to whom they feel closer, the support of an academic team to which they belong, and the support of other academic teams with whom they interact in academic work within the same group. With this strategy, students feel more confident participating, and consequently, class discussions on the topics increase. Even those who arrive late or are absent due to work try to catch up with their chosen partner or team, reducing the negative impact of work-related absenteeism.

Conclusion: The friendships and empathetic relationships into are two intangible resources that can improve the teaching process in large undergraduates’ group.

Beyond Compliance: Examining the Realities of Disability Inclusion in Indian Schools under the RPwD Act (2016)

Somnath Das — 2025-11-27

This paper critically examines the persistent gap between the legislative commitments of the Rights of Persons with Disabilities (RPwD) Act, 2016 and the actual state of disability inclusion in Indian schools. Although the Act aspires to create a rights-based and barrier-free education system aligned with the UNCRPD and SDG 4, national evidence indicates that implementation remains fragmented and largely symbolic. Using a critical policy analysis approach supported by secondary data synthesis, the study reviews key datasets—including UDISE+, NAS, UNESCO, and UNICEF reports—alongside contemporary disability scholarship to assess school readiness across infrastructural, pedagogical, attitudinal, and technological dimensions. Recent data show that less than one-third of schools have basic accessibility features, only about 30% provide accessible toilets for children with disabilities, and fewer than 35% of teachers have received training in inclusive education. These systemic limitations reinforce compliance-oriented practices rather than substantive inclusion. The paper argues that meaningful realization of the RPwD mandate requires a shift toward Universal Design for Learning (UDL), sustained teacher professional development, investment in accessible infrastructure, enhanced availability of assistive technologies, and robust monitoring mechanisms. The study underscores the urgency of moving beyond policy rhetoric toward a genuinely inclusive and equitable school system for all children with disabilities in India.

Influence of Work Stress on the Productivity of Faculties in Nigeria Federal University: A Descriptive Approach

Olubunmi Iyabode OJJI — 2025-11-05

This research examined the impact of occupational stress on productivity of lecturers and medical practitioners in Nigerian federal universities and teaching hospitals. This study investigated the main reasons, signs, and ways these professionals deal with stress. The study used a descriptive survey to elicit information from 375 participants. Of these, 266 were Lecturers and 109 were doctors. selected using proportional sampling from a population of 5,917 across four universities and their affiliated teaching hospitals in Abuja, Ibadan, Enugu, and Zaria. a structured questionnaire called the Influence of Work-Stress on the Productivity of Lecturers and Medical Doctors (IWSPLMDQ) was used. validated by experts and yielding a reliability coefficient of 0.82, was employed for data collection. Data were analyzed using descriptive statistics such as frequency counts, percentages, and means. The results showed that most significant sources of stress were excessive workload, long working hours, inadequate time for research or patient care, and difficulty balancing professional and family responsibilities, with an overall sectional mean of 2.81. The most common signs of stress were being tired, feeling weak, being cranky, and having mood swings and sadness (sectional mean = 2.60). The most common ways to deal with stress were to sleep or rest in a quiet place, listen to music, work out often, and live a healthy life (sectional mean = 2.61). The study found that university professors and medical doctors often have a lot of stress at work, which makes them less healthy and less productive. The study recommends that to reduce stress, get healthier, and do better at work by taking part in structured wellness programs, institutional counselling programme, and reduce workload.

Investigating Effective Strategies for Teaching Controversial Issues in Social Studies Classroom in the Upper West Region of Ghana

Segkulu Lucy — 2025-11-10

The teaching of controversial issues, which often involves opposing perspectives that generate rational debates, has become an increasingly crucial topic in schools, mainly in the context of teaching for active democratic citizenship. This paper sought to investigate how controversial issues are taught by Social Studies Teachers in the Upper West Region of Ghana. The study, conducted in 60 Junior and Senior High schools across the region, involved 240 teachers and 1,800 students. The mixed-methods approach examined the current teaching approaches and strategies teachers employ, the challenges they face, and the measures they take to address controversial issues in their classrooms. Majority of social studies teachers use various teaching strategies that have a positive impact on the teaching and learning of Social Studies. Even though some Teachers expressed their willingness to introduce controversial issues in their classrooms, a lack of resources is a significant limiting factor in teaching effectiveness. They also agreed that school administration needs to offer the necessary support and academic freedom to promote effective teaching on controversial issues. The interrelated challenges of curricular overload and the constrained time available for teaching controversial issues pose significant challenges. Among the measures necessary to ensure productive teaching of controversial issues, teachers are expected to make their motives clear about any controversial issues they introduce in their classroom. The study provides empirically grounded recommendations for enhancing controversy instruction in Social Studies education in developing contexts.

Parental Observation of Intermediate Learners’ Mental Health in a Multicultural School Setting: A Convergent Mixed-Method Analysis

Novie John B. Palarisan — 2025-11-14

Background: This study explored how parents perceive and observe the mental health of intermediate learners in a multicultural community school in Doha, Qatar, an area where research remains limited.

Methods: A convergent parallel mixed-method design was used with total population sampling. Data were gathered through a Google Form–based Parent Observation Survey, which included a researcher-developed Parent Observation of Learners’ Mental Health Scale (12 items across emotional well-being, social relationships, academic attitude, and coping/resilience; α = .88) and open-ended questions on strengths, challenges, and needed supports.

Results: Quantitative findings revealed very high levels of social relationships and emotional well-being, and high levels of academic attitude and coping/resilience. No significant differences were found by learners’ age, grade, or nationality; however, years of residence in Qatar and parents’ marital/living status were significantly associated with variations in observed mental health (p < .05). Qualitative themes emphasized learners’ strengths in empathy, responsibility, creativity, and resilience, alongside challenges in emotional regulation, confidence, attention, and academic pressure.

Conclusion: Triangulation showed strong convergence between quantitative and qualitative results, indicating overall positive social-emotional health with underlying stress and performance concerns. The study recommends a tiered, school-wide approach integrating social-emotional learning, counseling services, teacher training, and parent–school collaboration to support student well-being in multicultural contexts.

Implication: The study highlights the need for collaborative, school-based support to promote learners’ mental health in multicultural settings.

Learning with the Community: A Community-based Workbook for the Literacy Training Service

Benny B. Derige — 2025-11-17

Aims: The COVID-19 pandemic has transformed educational delivery, highlighting the need for instructional materials that promote active learning and community engagement despite remote or flexible modalities. This study aimed to develop a community-based instructional workbook for the Literacy Training Service (LTS) to strengthen the link between learning and community engagement in the context of the new normal. The workbook was designed to support citizenship training and community involvement in higher education.

Study Design: Descriptive research was employed and a survey questionnaire was used to assess the literacy training service workbook.

Place and Duration of Study: Ilocos Sur Polytechnic State College, College of Teacher Education, conducted in one semester (6 months).

Methodology: A quantitative-descriptive research design was employed; the workbook was evaluated by five subject-matter experts and fifty-one students using a structured survey questionnaire. Data were analyzed to determine the materials’ validity, acceptability, and suitability for literacy instruction.

Results: Results showed that experts confirmed the workbook’s strong content and construct validity, particularly regarding its activities and instructional strategies, while students reported high acceptance, noting alignment with their skills and learning capacities. Recommendations include improving technical features such as layout, design, and graphical presentation to enhance usability. The study also suggests developing similar instructional materials for other components of the National Service Training Program (NSTP) to ensure consistent quality and effective implementation.

Conclusion: The workbook is a valid and acceptable instructional tool for promoting community-based learning in the new normal.

Efficacy of Gamification in Mathematics Education: A Meta-Analysis of Its Effects on Student Engagement and Achievement

Anastasia Sofroniou — 2025-11-17

This study investigated the effect of gamification on student engagement and achievement in mathematics education. It was guided by two research questions: what is the overall effect of gamification on students’ engagement and academic achievement in mathematics, and do study characteristics such as educational level moderate the effect of gamification? The following hypotheses were tested: : gamification has no significant effect on students’ achievement in mathematics education, and : gamification has a significant effect on students’ achievement in mathematics education. A quantitative meta-analytic research design was employed using the PRISMA 2020 framework to ensure systematic study identification and selection. The population of the study consisted of published and unpublished empirical studies on gamification in mathematics education between 2010 and 2025. A purposive sampling technique was applied to identify eligible studies, resulting in a final sample of 41 studies comprising 54 independent effect sizes, representing a total of 6,087 learners from primary, secondary and higher education settings. A structured coding sheet was used for data extraction, and intercoder reliability was confirmed using Cohen’s Kappa ( ), indicating a high concurrence. Effect sizes were calculated using Hedges’ and both fixed-effect and random-effects models were applied. Heterogeneity was assessed using Cochran’s and statistics, while potential publication bias was examined using funnel plot analysis and Egger’s regression test. The random-effects model produced a significant overall effect size of (95% CI [0.46, 0.85], ), indicating that gamification has a moderate positive effect on mathematics learning outcomes. The study concludes that gamification is an effective strategy for enhancing student engagement and achievement in mathematics. However, its impact varies depending on the quality of implementation and other factors. It is therefore recommended that mathematics educators adopt gamification approaches that promote intrinsic motivation and that teacher training programmes incorporate guidance on the effective integration of gamified learning. Future research should explore long-term effects influencing the success of gamification in mathematics education.

Exploring the Interplay of Secondary Traumatic Stress and Ethical Injury on Mental Health among Police Practitioners

Shayana T K — 2025-11-21

Introduction: Having helping nature and being as first responders to any kind of emergency situations is always appreciable. Social workers, medical professionals, police practitioners etc., are the first ones who are getting the label of first responders. When it comes to the Police practitioners, their duty is not only limited to the immediate assistance to the public. But their profession continuously involves handling of crime investigation and victim assistance. A common stereotypical belief of the public is that the police practitioners are always physically and mentally strong. On the other hand, the existing literatures proved that the police practitioners are going through different kind of physical ailment and mental trauma including professional stress, depression, secondary traumatic stress (STS), moral injury, etc.

Aim: To identify the relationship between STS and Ethical Injury (EI) among police practitioners, and to understand the impact of STS and EI on Police Mental Health.

Study Design: Exploratory research design.

Area and Duration of the Study: The study was conducted during the period between August and September, 2024 in Jodhpur, Rajasthan.

Methodology: A multistage sampling method was used to choose 45 police practitioners who were taking part of criminal investigation of murder/grievous hurt/aggravated form of sexual offenses/grave accidents/suicide etc., within the last one-month period of time. The pertinent data were collected through structured interview schedules including validated STS scale and Ethical Injury scale. The collected data were analyzed using SPSS.

Results: 71% of the police practitioners suffered due to any form of emotional impact after investigating violent crimes. 33.33% police practitioners found with high level of STS. A moderate positive correlation (r=.392, ρ<.01) between Secondary Traumatic Stress and Ethical Injury was found.

Conclusion: Higher the ethical injury makes the police practitioners more vulnerable towards secondary traumatic stress. The police have multiple roles for the benefit of society; hence their mental health status should be assessed periodically to assure their wellbeing and performance. The study urges the police department to address or alleviate the issue of STS among police officials for their improved performance.