This paper investigates the integration of experiential learning and virtual reality (VR) technology in geometry instruction to enhance students' deeper understanding of geometric concepts. The study aims to evaluate the effectiveness of using VR in experiential learning activities in improving students' comprehension and application of knowledge in Mathematics. The research method combines an experimental model with two groups: one group engages in geometry lessons using VR, while the other follows traditional teaching methods. Data were collected through pre- and post-test assessments, student satisfaction surveys, and analysis of learning behaviors. Results indicate that the use of VR in geometry teaching helps students develop spatial thinking skills and fosters greater interaction during learning. The study also reveals that VR can enhance student engagement, improve memory retention, and deepen understanding of complex geometric concepts. These findings open new pathways for the application of modern educational technologies to improve Mathematics teaching quality in secondary schools.

In the process of teaching political theory in recent times, many great results have been achieved. However, in the teaching and learning of political theory subjects, there are still limitations and shortcomings for lecturers and students. Therefore, continuing to innovate teaching methods of political theory subjects is an issue that needs to be thoroughly researched from many perspectives to contribute to improving students' self-study capacity. In this article, from the overview of the current situation of teaching political theory subjects, we clarify some solutions to improve the quality of teaching political theory subjects, contributing to improving students' self-study capacity in the present and the future.

The paper examined the fact that all over the world, countries develop in accordance with the quality of education. That is the quality education in any country depended largely on the extent to which its challenges were addressed. The paper explored some of the possible challenges impending the realization of quality education in Nigeria such as quality teachers, learners and environment, arguing that access to quality education definitely would ensure societal balance, promote accountability, stability and prevent resorting to anarchy. In this paper concept like quality education and national development were conceptualized. By way of recommendations, the paper took the position among others that quality teachers in terms of training and re-training as well as adequate unavoidability infrastructural facilities should be provided for the development of the individual and society.

English language instruction for deaf children presents unique challenges, particularly when mainstream curricula are adopted. Under the influence of several theories discussing the importance of effectiveness in pedagogy in general such as the Theories of Effective Teaching (Schmoker, 2006), the Four Pillars of Effective Teaching theory for (Hattie, 2009), as well as the Constructivist Teaching Theory (Piaget, Vygotsky), this study encompasses investigating the effectiveness of such pedagogical approaches conducted in six government schools in the Dhofar region of the Sultanate of Oman. In particular, the research aims to explore the English teachers’ perceptions in six government schools implementing the inclusive education program involving key aspects such as teaching methodologies, classroom activities, and the quality of course materials, alongside identifying additional support needed to enhance English language learning for deaf students. Data were collected through interviews with six teachers as well as analysis of their teaching diaries. The qualitative data were thematically analyzed. Findings from the data revealed that while the pedagogy used in teaching English to deaf children is generally acceptable, several areas in the pedagogy require improvement. Specifically, the study highlights the need for increased motivation for deaf students, the development of a specialized curriculum, a review of syllabus topics, targeted teacher training, and the enhancement of teaching devices for deaf learners. The study concludes that addressing these issues is crucial for improving English language instruction for deaf students in Oman.

In the development process of humans and human society, accompanying factors such as economics, politics and culture are the factors of spiritual life, belief and religion. Particularly, it is believed that thinking and lifestyle are the two fundamental components that best capture the evolution of human existence and progress throughout any nation's history. Likewise, for the Southern Khmer community in Vietnam, during the process of settlement and long-term survival in the new land, the thinking and lifestyle of the Khmer community are always influenced by foreign influences. Many different factors to form a community with diverse but profound lifestyles and ways of existence to be able to stand and live for a long time for centuries in the South. Belief and religion are regarded as the two main factors in that significant impact of living circumstances, directly impacting the way the Khmer community thinks and lives as spiritual therapy. Assists in resolving issues and ideas that people are unable to resolve on their own as well as life's challenges. To be able to maintain long-term survival, the Southern Khmer community in Vietnam relies on gods and placing full trust in the gods to ask for salvation and protection from the strong impact of climate change natural event. Among them, the image of Neak Ta is mentioned in the entire way of living in the community, having a significant influence on the thinking and lifestyle of the Khmer people during the process of settlement and gathering long-term in the Southern region.

The quality and design of instructional materials are fundamental in shaping learners’ motivation, engagement, and learning outcomes in Massive Open Online Courses (MOOCs). This study aims to examine the quality of instructional materials on learners' motivation in MOOCs through the lens of the ARCS Model by John Keller, focusing on Attention, Relevance, Confidence, and Satisfaction. By analysing learners’ perceptions and preferences, this research seeks to offer valuable insights into optimizing instructional materials to enhance motivation, engagement, and overall learning effectiveness. The study adopted a quantitative research method to assess the motivation levels of 42 MOOC learners using the Instructional Materials Motivation Survey (IMMS). Results indicated that the participants exhibited positive motivation levels, suggesting that the instructional materials effectively captured their interest and supported their learning experiences. Furthermore, learners expressed overall satisfaction with the quality and presentation of the content provided in the MOOCs. Despite the positive feedback, participants also highlighted areas for enhancement, particularly the need for more interactive elements to sustain engagement. Additionally, some learners recommended greater flexibility in content delivery, ensuring that materials cater to diverse learning preferences. These findings underscore the imperative need for continuous refinement of instructional materials in MOOCs to sustain learner motivation, maximize engagement, and foster a more immersive and effective learning environment. By addressing these critical aspects, MOOC providers can significantly enhance learner experiences and drive academic success in the digital learning landscape.

The ethical considerability of nonhuman animals remains a central debate in moral philosophy, often constrained by anthropocentric frameworks that prioritize human interests and rationality. Traditional ethical theories, particularly Kantian deontology and classical utilitarianism, have historically relegated animals to mere instrumental value, denying them intrinsic worth. This paper addresses a critical gap in value theory—the absence of a rigorous philosophical foundation for recognizing nonhuman animals as moral subjects in their own right. Employing the conceptual analysis method, this study critically examines the distinction between intrinsic/inherent and extrinsic value, exploring how a value-theoretic approach can redefine our ethical obligations toward animals. Drawing on the works of Tom Regan, Peter Singer, and Paul Taylor, the paper challenges speciesist assumptions and advocates for an ethical model that extends moral status beyond human boundaries. Through insights from environmental ethics, virtue ethics, and contemporary debates on sentience, this study highlights the philosophical and practical implications of acknowledging nonhuman animals as ends in themselves. The paper concludes that embracing a non-anthropocentric perspective in moral philosophy is essential for fostering a more inclusive and just ethical order.