This study examines the evolving role of leadership in digital work environments, focusing on the paradigm shift from supervisory control to trust-based empowerment. As organisations increasingly adopt digital collaboration tools and flexible work structures, traditional command-and-control models are challenged by the need for employee autonomy, motivation, and virtual accountability. The research explores how transformational leadership practices can foster digital autonomy and innovation, especially within distributed teams. Drawing on recent literature in digital leadership, organisational behaviour, and workplace psychology, the study positions digital empowerment as a key factor in sustaining performance, engagement, and adaptive capability in remote and hybrid settings. An embedded case study methodology was employed, comparing two departments within a large professional services firm that implemented contrasting leadership models during a digital transformation initiative. Department A adopted a transformational leadership approach characterised by trust, open communication, and outcome-based management, while Department B retained hierarchical supervision and task-monitoring practices. Data were collected through semi-structured interviews with managers and team members (n=24), supplemented by internal performance reports and pulse surveys over a six-month period. Thematic analysis was applied to qualitative data, and patterns were triangulated with performance indicators. Three key findings emerged. First, teams led through empowerment demonstrated higher digital engagement and psychological ownership over workflows. Second, leaders who prioritised trust and feedback fostered stronger team cohesion and adaptability under virtual pressures. Third, departments with rigid digital oversight experienced reduced creativity and increased disengagement. Based on these findings, the study recommends leadership development programmes that embed digital trust-building and autonomy facilitation as core competencies. It also proposes a strategic model for transitioning from supervision to empowerment in digitally mediated workplaces. This research contributes to the growing field of digital leadership studies by evidencing how leadership style directly shapes team performance and innovation in virtual contexts.

: This study developed a self-report scale to assess AI-assisted learning competence among ethnic minority university students in Yunnan, China. Self-regulated learning and sociocultural theories guided item development within a predefined six-dimensional framework. Interviews with 16 students informed a pilot survey of 120 students, followed by confirmatory factor analysis in a main sample of 344 students. The final 18-item scale assesses learning motivation, autonomous learning, information evaluation, critical thinking, AI tool use strategies, and reflection and transfer. Subscale alpha coefficients in the pilot sample ranged from 0.771 to 0.849. The six-factor model fit well (CFI = 0.971; RMSEA = 0.053), with average variance extracted ranging from 0.552 to 0.624. Although it outperformed the single-factor model, both models showed good fit. Multigroup analyses offered preliminary support for measurement invariance, despite weaker configural fit. A review of the original interviews supported the relevance of the retained items. The scale provides a brief measure for group-level research on learning with AI, although further evidence is needed to establish the distinctness of its dimensions.

Humanitarian organisations operate regularly in diverse volatile environments marked by complex and protracted armed conflicts, political, economic and social volatility, terrorism, high crime rates and deliberate obstruction of humanitarian access. Contemporary examples include, Somalia, Syria, Yemen, Ukraine, Sahel region (Mali, Niger, and Burkina Faso], northern Nigeria, eastern Democratic Republic of Congo (DRC), South Sudan, Gaza, Afghanistan, Myanmar, Sudan, and northern Mozambique among many others. In many of these settings, shrinking humanitarian access is driven by structural, security and organizational factors such as, restrictive laws and policies, bureaucratic impediments, targeted and collateral attacks, movement restrictions, humanitarian assistance manipulation and interference, and the rise of fragmented armed groups with diverse agendas. The pressures are further intensified by rising hybrid warfare, digital surveillance, and misinformation that erode community trust and heighten operational risk. As a result, humanitarian access is increasingly constrained, with humanitarian organisations facing complex and fluid political dynamics and unpredictable security threats that can halt operations abruptly. These conditions have become defining features of the 21st century humanitarian landscape, and they undermine the environment required to uphold humanitarian principles of neutrality, impartiality and independence. This study examines the structural and security preconditions that enable humanitarian organisations to operate safely in armed conflict and volatile political contexts. The purpose is to identify the baseline structural and security conditions necessary for viable and sustainable humanitarian presence. The findings aim to strengthen operational resilience, reinforce duty of care, and inform strategic decision making in volatile environments.

The purpose of this study was to establish the relationship between the Level of ICT adoption in administrative operations and the speed in administrative service delivery in Public Universities in Uganda: a case study of Kabale University. The study was guided by the pragmatic research philosophy in which a descriptive cross sectional survey research design was adopted. A mixed research approach was pivotal in guiding this study and this too embedded the deductive and inductive research strategies. The study was hinged upon a sample of 173 respondents which was drawn from a population of 189 by scientifically using Krejcie and Morgan table for sample size determination (1970). As such, stratified and purposive sampling techniques were used. The findings from correlation analysis revealed that the Pearson correlation value was 0.809**. The P-value that was associated with this correlation was 0.000. The P-value of 0.000, was less than 0.01 which depicted that the observed correlation was statistically significant at 0.01 level. This correlation analysis depicted that there was a strong, positive statistically significant relationship between Level of ICT Adoption in Administrative operations and the speed in Administrative service delivery. The study thus concluded that there was, a strong positive statistically significant relationship between Level of ICT adoption in administrative operations and the speed in administrative service delivery and thus recommended the need for continuous investment in ICT hardware and software together with continuous training and retraining of staff.

This study translated student-satisfaction findings into an ordered quality-improvement agenda for Pickleball physical education at the University of Economics Ho Chi Minh City. A secondary analysis was conducted using aggregate results from the university-funded project CS-2025-12, which involved 20 experts and 200 students. Four quality dimensions were examined: facilities and equipment, teaching staff, curriculum content, and perceived value. A performance gap from the maximum scale score was weighted by expert agreement to produce a Consensus-Weighted Gap Index. Facilities and equipment accounted for 32.8% of total improvement priority, followed by curriculum content (24.5%), perceived value (21.9%), and teaching staff (20.8%). Adjusting the index for response dispersion did not alter the ranking. The agreement-performance matrix identified facilities as the only dimension with high expert consensus and student satisfaction below the overall benchmark. The findings support a sequenced improvement strategy that protects instructional strengths while addressing capacity and curriculum constraints. The proposed index is a planning heuristic based on aggregate data and should not be interpreted as a causal or cost-effectiveness estimate.

Physical Education (PE) provides an important environment for developing physical skills, teamwork, confidence, and social values. This study explored the perspectives of Bachelor of Physical Education (BPEd) students on the qualities of effective PE teachers and practices that promote inclusion. A qualitative phenomenological design was used, with semi-structured interviews conducted with eleven BPEd students. Data were analyzed using Braun and Clarke’s (2006) thematic analysis. Five themes emerged: (1) characteristics of an inclusive PE teacher, (2) teaching practices that promote meaningful participation, (3) safe and supportive learning environments, (4) strengthening inclusive pedagogical practices, and (5) building confidence through practice and feedback. Findings showed that effective PE teachers should be inclusive, fair, patient, flexible, and responsive to diverse learner needs. Inclusive practices promote participation, confidence, and belonging. The study recommends strengthening teacher education through practical experiences and continuous training.

This qualitative phenomenological study explored the lived experiences of Bachelor of Physical Education (BPEd) students during practice teaching and examined how these experiences contributed to their professional development and emerging teacher identity. Ten BPEd graduates from Central Luzon State University were purposively selected and interviewed using semi-structured questions. Data were analyzed using Braun and Clarke’s six-phase thematic analysis framework. Findings revealed that participants initially experienced anxiety, nervousness, and self-doubt but gradually developed confidence through actual teaching experiences. Practice teaching also strengthened their instructional skills, flexibility, resourcefulness, and ability to manage diverse learners and teaching situations. Participants identified learner diversity and classroom management as major challenges, while guidance from cooperating teachers and positive interactions within the school community supported their professional growth. They also emphasized the importance of demonstration teaching, early preparation for classroom management, confidence-building, and professional relationships. Overall, the findings indicate that practice teaching serves as an important bridge between theoretical preparation and professional practice. Authentic teaching experiences, mentorship, and meaningful interaction with learners helped participants develop confidence, practical competence, adaptability, and a stronger professional identity as future Physical Education teachers.

Philippine traditional games are indigenous physical activities that promote physical development, social interaction, and cultural identity. This study explored the lived experiences of Bachelor of Physical Education (BPED) students in learning, facilitating, and promoting Philippine traditional games. A qualitative phenomenological design was employed with ten purposively selected BPED students who had experience participating in traditional games through Physical Education activities. Data were collected through semi-structured interviews and analyzed using Braun and Clarke’s six-phase thematic analysis. Findings revealed that participants generally experienced traditional games positively, describing them as enjoyable activities that evoked childhood memories while promoting communication, socialization, and confidence. Participants also encountered challenges involving unfamiliar or complicated rules, limited equipment and time, and difficulty performing certain movements. Traditional games were perceived as important expressions of Filipino culture and identity, with participants emphasizing the role of future Physical Education teachers in transmitting these practices to younger generations. Participants further recognized their potential to promote physical activity, fitness, strength, movement skills, and student engagement. The study recommends sustained integration of Philippine traditional games into Physical Education through clear instruction, adequate preparation, active participation, and resources. Promoting these activities may strengthen culturally responsive Physical Education while supporting the preservation of Philippine cultural heritage.

This qualitative study explored the lived experiences of student practitioners learning Arnis within Physical Education classes, focusing on non-competitive aspects, cultural appreciation, personal development, and intrinsic motivation. Employing a qualitative phenomenological research design, data were gathered through semi-structured individual interviews with twelve (12) college students—comprising eight males and four females enrolled in physical education courses. The interview transcripts were analyzed using Braun and Clarke’s thematic analysis framework, which yielded five major themes: (1) Meaningful Benefits of Arnis Beyond Competition, highlighting physical fitness, self-defense, discipline, stress relief, and character development alongside the motivational role of tournaments; (2) Holistic Personal and Social Development Through Arnis, emphasizing discipline, respect, confidence, teamwork, and leadership; (3) Arnis as a Medium for Filipino Cultural Identity and Heritage, focusing on the connection to national history, traditions, and patriotism; (4) Experiential and Engaging Arnis Learning, pointing to hands-on activities such as partner drills, sparring, and Anyo; and (5) Teacher Knowledge and Instructional Support, stressing the importance of proper technique, feedback, and guidance. The findings indicate that while competitions can provide additional motivation, Arnis offers substantial intrinsic value through holistic growth, social connection, and cultural preservation. The study recommends that Physical Education instructors promote Arnis as a lifelong practice, utilize experiential learning strategies, and integrate cultural heritage into the curriculum.

This qualitative phenomenological study explored the experiences of university dance troupe members regarding choreographer leadership and commitment. Twenty members from two dance troupes at Central Luzon State University participated in semi-structured interviews. Data were analyzed using Braun and Clarke’s six-phase thematic analysis. Three themes emerged: choreographer leadership experiences, leadership and commitment, and leadership practices encouraging continued participation. Participants described their choreographer as strict, supportive, patient, dedicated, and approachable. Strictness helped promote discipline and performance improvement, while guidance, feedback, and encouragement strengthened confidence and motivation. Peer relationships and personal passion also contributed to continued participation. Overall, the findings show that balanced leadership combining discipline, support, communication, and constructive feedback contribute to positive dance experiences, motivation, and organizational commitment.

Social media has become a common source of information and motivation for students, including content related to physical activity, exercise, sports, and fitness. This study examined students’ experiences with social media as a source of physical activity motivation. A qualitative descriptive research design was used with thirteen (13) college students who actively use social media and have encountered fitness- or physical-activity-related content. Participants were selected through purposive sampling, and their responses were analyzed using thematic analysis. The findings showed that workout videos, sports content, fitness challenges, and fitness-related posts can motivate students to participate in physical activities and improve their physical abilities. However, unrealistic body standards, difficult workouts, and unhealthy comparisons may discourage participation. Accessible, practical, and engaging content was found to encourage physical activity, while unrealistic fitness content may have negative effects. Participants also suggested that Physical Education teachers can use social media to share workout videos, exercise tutorials, fitness challenges, and educational content. Overall, social media can support physical activity motivation when content is safe, realistic, accessible, and appropriate for students’ abilities.

The lived experiences of college students using university fitness centers were investigated in this qualitative phenomenological study. Purposive sampling was used to choose fifteen college students who had previously used the university fitness center. Semi-structured individual interviews were used to gather data, and Braun and Clarke's six-phase thematic analysis was used for analysis. The results showed that going to the gym had a number of positive effects on students' physical, mental, and social well-being, including increased strength, stamina, physical activity, stress reduction, confidence, and social interaction. As they used the gym more frequently, students also reported feeling more at ease and self-assured. However, issues like a lack of equipment, crowding, waiting times, inadequate ventilation, cleanliness issues, equipment unfamiliarity, and trouble juggling gym activities with academic obligations were noted. The availability of equipment, facility comfort, cleanliness, ventilation, and advancements in individual health and fitness all had a major impact on students' satisfaction. Participants suggested increasing the number of weights and equipment, maintaining cleanliness, enhancing ventilation and facility conditions, and offering beginner-friendly instruction. Overall, the study emphasizes how crucial easily accessible, cozy, hygienic, and well-equipped university fitness facilities are to promoting students' social, mental, and physical wellbeing.

This qualitative phenomenological study explored the lived experiences and meaning of physical competence among ten college students learning Arnis asynchronously online. Data from semi-structured interviews were analyzed using Braun and Clarke’s six-phase thematic analysis. Three themes emerged: experiences and challenges in online Arnis learning, perceptions and development of physical competence, and recommended instructional practices. Participants developed skills through repeated practice and instructional videos but faced challenges such as limited feedback, practice space, and self-regulation. Physical competence was understood as the ability to perform Arnis skills safely, accurately, and confidently with proper form, balance, timing, and control. The findings suggest that online Arnis can develop physical competence when supported by clear demonstrations, timely feedback, and structured progress monitoring.

This study explored the lived experiences of collegiate student-athletes regarding participative coaching and its perceived contribution to confidence development. Using a qualitative phenomenological design, fifteen Physical Education student-athletes from Central Luzon State University participated in semi-structured, one-on-one interviews. Data were analyzed using Giorgi et al.’s (2017) descriptive phenomenological method. The findings revealed that participative coaching was experienced through open communication, athlete participation, shared decision-making, consideration of academic and personal responsibilities, trust, encouragement, constructive feedback, discipline, and structured skill development. These experiences helped participants feel valued, supported, and more confident in their athletic abilities. The findings further indicated that participative coaching does not require athletes to make all decisions; rather, it involves meaningful consultation while allowing coaches to retain appropriate leadership responsibilities. The findings support previous research linking participative coaching with student-athletes’ self-confidence and self-efficacy (Pestaño et al., 2025). They also complement research emphasizing motivation, perceived competence, and physical activity participation among Filipino college students (Martin et al., 2016; Martin et al., 2017). Overall, participative coaching emerged as an important relational and developmental practice that supports confidence and holistic athlete development.

Walking is a fundamental yet underrecognized form of physical activity that shapes daily student life on campus. This study explores undergraduate students’ motivations, meaningful experiences, well-being impacts, encountered challenges, and recommended improvements regarding walking within a university setting. Qualitative insights revealed three overarching domains: (a) motivations and meaningful experiences. Walking serves as a source of social connection, appreciation of nature and campus beauty, and spontaneous memorable moments; (b) physical and emotional well-being. Walking functions as regular exercise, supports physical fitness, reduces stress, and refreshes mental and emotional energy; and (c) barriers and recommendations. Challenges include rain, flooding, poor pathways, heat, traffic safety concerns, and distance, while suggested improvements focus on better sidewalks, enhanced drainage systems, covered walkways, and safety infrastructure. These findings confirm that walking is valued not only as practical transportation but as an accessible, health-promoting, and enjoyable daily activity. Targeted campus improvements can significantly enhance safety, comfort, and participation, fostering a more walkable and supportive environment for student health and well-being.

This study explored how sports participation contributes to the cultural adaptation and social integration of international students in Philippine universities. Using a qualitative phenomenological design, five international students were selected through criterion purposive sampling and interviewed using semi-structured questions. Findings showed that sports provided opportunities to learn Filipino culture, language, traditions, and social practices while developing cultural respect and understanding. Shared sports activities also helped participants build friendships, interact with Filipino students, and become more familiar with the university environment. However, language barriers and institutional restrictions sometimes limited participation. Despite these challenges, sports contributed to feelings of acceptance, inclusion, belonging, and university identity. The study concludes that sports can serve as a meaningful avenue for cultural adaptation and social integration among international students in Philippine universities.

This qualitative study explored the lived experiences of Bachelor of Physical Education (BPEd) students in managing aggression through combat sports training. Using an interpretive phenomenological design, the study examined students’ experiences, personal and social meanings, and insights for teaching combat sports in higher education. Data were gathered through semi-structured interviews with 12 undergraduate BPEd students with experience in structured combat sports training and analyzed using Braun and Clarke’s thematic analysis. Findings revealed that students developed emotional regulation through breathing, focus, and delayed reactions; discipline and self-control in managing physical strength; and calmer, nonviolent responses to conflict. Combat sports also contributed to character formation, future-teacher identity, trust, cooperation, confidence, perseverance, and personal growth. Students emphasized holistic instruction, demonstrations, guided practice, feedback, and safety-centered pedagogy. Overall, combat sports were experienced as educational practices that supported aggression management, personal development, social connectedness, and professional preparation.

Procurement is a strategic function that determines the effectiveness of an organization's supply chain, especially in industries that depend on material availability such as telecommunications. PT Telkom Gudang Telkom Jogja in Central Java has implemented structured supplier management, but performance measurement is still limited to supplier evaluation and does not cover the entire procurement process. This study aims to measure the performance of the procurement process using KPIs based on the Supply Chain Operations Reference Digital Standard (SCOR DS) 14.0 from a Strategic Sourcing perspective, identify performance gaps, and formulate improvement proposals based on Best Practice and People that are mechanistically linked to the root cause. The study uses a qualitative and quantitative descriptive approach to operational data from January to May 2026, covering seven Strategic Sourcing hierarchies (S1.1-S1.9) with 20 KPIs. The results show that 10 of the 20 KPIs (50%) have not reached the target, with the largest gaps in the vendor certification compliance rate (26.47%), BOQ accuracy (13.08%), and BA Agreement approval lead time (9 days). Fishbone analysis revealed four sources of problems: internal Telkom factors, field supervisors, vendors, and external factors. Based on these findings, eight priority improvement programs were developed based on Best Practice and People SCOR DS 14.0, with priorities determined based on the company's level of control. This research contributes an integrated procurement evaluation framework that can be replicated in similar procurement units in the telecommunications industry and other sectors.

This study explored the experiences of highly motivated Bachelor of Physical Education (BPEd) students in maintaining physical activity. Using a qualitative narrative research design, 15 BPEd students from Central Luzon State University were selected through purposive sampling and interviewed using open-ended questions. The findings revealed that participants engaged in various physical activities, including sports, exercise, dancing, running, walking, and Arnis. Their motivation was sustained by personal improvement, discipline, persistence, social support, and personal goals. Despite academic demands, fatigue, and limited time, participants maintained active lifestyles through time management and consistency. The findings also highlighted the importance of enjoyable, inclusive, and varied activities, positive feedback, recognition of effort, and supportive social environments. Overall, physical activity was viewed not only as part of their personal lifestyle but also as an important component of their identity and preparation as future Physical Education teachers. The study emphasizes the value of supportive and student-centered PE programs in sustaining motivation and participation.