Addressing the inherent tension between the usability and instructional effectiveness of intelligent multimodal technologies in basic education music classrooms, this review focuses on core music learning activities in compulsory education and adopts a theoretical analysis approach. It constructs a systematic analytical framework consisting of “technological attributes, classroom scenarios, pedagogical pitfalls, and improvement pathways.” The review argues that the value of intelligent technologies in music education does not lie in intensifying technology use, but in establishing structural alignment between technological support and authentic music tasks such as listening, performing, creating, and assessment. To address five prominent pedagogical pitfalls — goal displacement, resource overload, teacher capacity mismatch, suspension of learner agency, and insufficient assessment evidence — this review proposes five corresponding improvement pathways: a competence-based approach, scenario alignment, teacher guidance, activity reconstruction, and evidence construction. The theoretical contribution of this review is to integrate core competencies in music, classroom task design, teachers’ professional judgment, and learning evidence construction into a unified analytical logic, thereby providing a conceptual reference for the digital transformation of music classrooms and for subsequent empirical research.

Students are the future pillars of society and play a crucial role in the development and progress of a nation. The quality of a nation's human resources largely depends on the education and guidance provided to its younger generation. In this context, teachers serve as key agents in shaping students' intellectual, emotional, social, and moral development. Among the various characteristics of effective teaching, a positive attitude and constructive mindset of teachers are particularly important in fostering student growth and success. A positive teacher not only imparts knowledge but also inspires, motivates, and guides students toward achieving their full potential. Positive teachers create supportive, inclusive, and engaging learning environments where students feel valued, respected, and encouraged to participate actively in the learning process. Through empathy, patience, and effective communication, they help learners overcome academic and personal challenges while developing confidence and self-esteem. Such teachers promote curiosity, creativity, critical thinking, and a lifelong love for learning. Their encouragement and recognition of students’ achievements, regardless of their size, contribute significantly to enhancing motivation and academic performance. Furthermore, positive teaching practices play an essential role in the holistic development of students. Modern education extends beyond the acquisition of academic knowledge and aims to nurture individuals who are innovative, responsible, ethical, and socially conscious. Positive teachers foster these qualities by serving as role models and by cultivating values such as cooperation, respect, discipline, and accountability within the classroom. Their influence contributes to the development of productive citizens who are capable of making meaningful contributions to society and national advancement. In an era characterized by rapid social, technological, and educational changes, the role of positive teachers has become increasingly significant. Their ability to establish healthy teacher-student relationships and create motivating learning experiences directly influences student engagement, well-being, and overall development. Therefore, positive teachers are indispensable in transforming students into competent human capital and in supporting the broader goals of educational excellence, social progress, and sustainable national development.

The study aimed to evaluate teachers' utilisation of Information and Communication Technology (ICT) in education. The study employed a descriptive design. The population consisted of 1,700 basic school teachers in the Sekondi-Takoradi Metropolitan Assembly of the Western Region in Ghana. A sample size of 313 teachers based on the Krejcie and Morgan Table, and the sampling was done through the use of stratified and simple random techniques. A questionnaire was used as the data collection instrument. The research questions were answered using means and standard deviations. The hypothesis was analysed with MANOVA. The study's findings showed that teachers generally possessed a high level of ICT competency, as indicated by the overall mean score (M = 2.97, SD = 0.874). The study revealed that teachers generally possessed a moderate positive attitude toward the use of ICT in teaching and learning (M = 2.53, SD = .579). Furthermore, the study revealed a statistically significant difference in teachers’ ICT competency and attitudes based on their class of teaching. The study recommends that teacher education institutions should strengthen ICT-related courses in their training programmes to ensure that pre-service teachers acquire adequate technological pedagogical skills before entering the teaching profession.

The study was carried out to investigate the effect of inquiry-based teaching and the lecture method on students’ achievement in Biology in senior secondary schools in the Delta Central Senatorial District. Four (4) research questions were raised, and four (4) hypotheses were formulated and tested at a 0.05 alpha level of significance. The study adopted pre-test and post-test non-equivalent planned variation as a quasi-experimental design. The study sample consisted of 325 biology students, selected using stratified and simple random sampling procedures from schools. The Biology Achievement Test (BAT) was the instrument used in this study and validated by three Experts. Reliability coefficients of 0.76 was established for BAT. The data collected were analyzed using descriptive statistics and independent sample t-test and ANCOVA. The findings of the study are: (i) there is a significant difference in mean achievement and interest scores between students taught with inquiry-based teaching and lecture method, (ii) there is no significant difference between mean scores of male and female students exposed to inquiry-based teaching method on achievement amongst others. It was recommended that inquiry-based instruction be encouraged among Biology teachers to raise students' dwindling interest in the subject and improve students’ achievement.

It is clear that when we love, we feel happy, and when we hate, we feel miserable. Many wise Sufi poets and thinkers believed that living a good life means being happy, and the best way to achieve this happiness is through love, faith, and kindness. They thought that the highest form of life is a life filled with love and spiritual devotion. Love, profoundly simple yet infinitely complex, has been a subject of contemplation for philosophers, poets, and mystics throughout the ages. In the philosophy of, love or Ishq transcends the mundane and attains a sublime, ethereal essence that permeates the universe. He believes that through love and faith, people are able to live together and accept each other in a system of co-existence. Relationships are formed and maintained through interpersonal interaction. The system of life develops when people interact with one another, form bonds of love, friendship, affection, faith, and concern for one another, and go about their everyday lives. This article delves into Rumi’s profound insights on love, faith, interrelationships between man and God, Divine love, and transformative power. Rumi’s poetry is replete with metaphors and allegories that convey the multifaceted nature of love. He portrays love as a journey, a longing, and a union, an ever-evolving dance between lover and beloved, self and other, human and Divine. Through his mystical imagery and lyrical expression, Rumi invites readers to transcend the limitations of the ego and experience the boundless expanses of the heart. His philosophy of love extends beyond the realm of human relationships to encompass love for all creation. He celebrates the beauty of nature, the harmony of the cosmos, and the inherent goodness of existence as manifestations of Divine love and faith. In doing so, Rumi invites us to cultivate a deep reverence for life and to recognize the sacred presence that permeates every aspect of reality.