Archives
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Ennoia Advances in Social Science, Technology and Education
Vol. 1 No. 01 (2025)As the foundational Pilot Issue, Volume 01 | Issue 01 introduces the scholarly mandate of Ennoia Advances in Social Science, Technology and Education. Released in January 2025, this collection underscores our commitment to rigorous, high-quality, and ethical publishing. The issue presents seminal research on critical social and educational themes—including childhood resilience and developmental challenges—setting the precedent for future discourse in social science, technology, and education.
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Ennoia Advances in Social Science, Technology and Education
Vol. 1 No. 03 (2025)This issue centers on the theme of human experience and leadership within evolving social and educational systems. The articles collectively examine how individuals and institutions respond to social expectations, organizational structures, and technological and educational change across diverse contexts.
The issue begins with studies that foreground lived experience and workplace dynamics, highlighting how personal circumstances and institutional support shape wellbeing, behavior, and fulfillment. These are followed by education-focused investigations that examine financial literacy and structural dimensions of schooling, emphasizing the role of educational systems in preparing learners for personal, academic, and economic decision-making.
The final contributions shift toward leadership and systemic transformation, addressing equity in digital access and cross-border educational reforms. Together, these studies illustrate how leadership, policy, and innovation intersect to influence inclusion, continuity, and change.
By bringing these perspectives together, this issue reinforces the journal’s commitment to interdisciplinary research that connects individual experiences with broader social, technological, and educational realities, offering insights that are both theoretically grounded and practically relevant.
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Ennoia Advances in Social Science, Technology and Education
Vol. 2 No. 02 (2026)This collection of research highlights the core mission of Ennoia: to explore the interdisciplinary friction between societal dynamics, educational practices, and technological evolution. The articles in this issue converge on a singular, complex theme: the persistent gap between formal structures (policy, biology, or curriculum) and the lived human experience.
We begin in the realm of Educational Technology and Pedagogy, where research into Mathematics Teachers’ Integration of Mathematical Modeling reveals a heartening readiness among educators. While teachers demonstrate high theoretical competence, the study poignantly identifies systemic and contextual barriers that hinder consistent implementation. This theme of structural resistance is echoed in our Global Synthesis on Gender Dynamics in Industrial Arts, which uncovers a global paradox. Despite robust institutional frameworks for parity, internalized gender schemas continue to drive occupational segregation, proving that policy alone cannot dismantle deeply rooted social scripts.
Transitioning from the classroom to the Biological and Social Self, this issue challenges long-held assumptions about adolescent development and public health. Our study on Chronotype and Student Subjective Wellbeing offers a surprising perspective: in the Philippine context, a student’s internal biological clock may be less influential on their sense of purpose than the school environment itself. However, when we turn to HIV Education, we see a more sobering disconnect. While literacy regarding transmission is high among college students, instrumental stigma and sociological fear persist. It suggests that our current social technology—the way we transmit health information—is successful at teaching biology but remains insufficient in dismantling the sociology of fear.
Finally, we close with a forward-looking framework for Post-Pandemic Recovery. The Divine Attachment Model provides an integrative approach to family counseling, demonstrating how spiritual perceptions can be harnessed as a social technology for systemic resilience. By mapping the correlation between secure divine attachment and family cohesion, this research offers clinicians a localized, faith-integrated path toward healing in a fractured world.
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Ennoia Advances in Social Science, Technology and Education
Vol. 1 No. 02 (2025)This issue brings together a collection of studies that advance critical discussions on curriculum reform, pedagogical practice, and educational outcomes in the Philippine context. Central to the volume are inquiries into the MATATAG Curriculum, with analyses of lesson exemplars in English, Mathematics, and Edukasyong Pantahanan at Pangkabuhayan (EPP), as well as explorations of transformative learning and ICT integration. These contributions offer valuable perspectives on the design, implementation, and pedagogical implications of current reforms.
Complementing these are studies that situate educational experiences within broader temporal and structural contexts, including examinations of senior high school learners’ perceptions of school day duration, Grade 6 academic performance across the COVID-19 pandemic, and the role of digital learning tools in shaping student engagement and achievement in higher education. Further, the comparative analysis of global practices and the TESDABest 8-Point Agenda underscores the significance of aligning Philippine TVET with international standards of 21st-century readiness.
Collectively, these works enrich the scholarly discourse on education by providing empirical evidence and analytical insights that may inform both theory and practice. They underscore the necessity of continuous research to ensure that educational policies and innovations remain responsive to the evolving needs of learners and society.
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Ennoia Advances in Social Science, Technology and Education
Vol. 2 No. 01 (2026)This issue highlights the complex interplay between individual agency and systemic structures. The five articles featured herein, though distinct in their focus, ranging from curriculum assessment to geriatric minority care, share a common thread: they explore how individuals navigate, adapt to, or suffer from the rigidities of social and educational systems.
In the realm of education, the evaluation of the Strengthened Senior High School (SHS) Curriculum through the CIPPO framework reveals the critical role of the learning environment. This study highlights that while the curriculum is structurally sound, the human element, specifically positive teacher-student relationships, remains the primary driver of successful implementation. Complementing this is the investigation into the Entrepreneurial Mindset of ABM students, which reframes entrepreneurial traits not merely as vocational skills, but as cognitive scaffolds for academic survival. It suggests that creativity and resilience are essential tools for navigating rigorous academic demands.
The way learners express themselves within these environments is equally dynamic. The study on "Conyo" language usage challenges linguistic purism, presenting code-mixing not as a deficit, but as a pragmatic social tool that lowers anxiety and fosters solidarity among youth.
Moving beyond the classroom, this issue addresses the friction between biological realities and social expectations. The scoping review on chronotype and vulnerable youth illuminates the social jetlag experienced by adolescents whose biological clocks clash with institutional schedules, linking this misalignment to significant mental health burdens. Finally, we turn our gaze to the often-invisible narrative of elderly LGBTQ+ individuals in rural settings. This preliminary study poignantly illustrates that in the face of minority stress, "families of choice" often supersede traditional familial structures as the primary source of resilience and well-being.
Together, these studies underscore the necessity of designing systems — whether educational curricula, school schedules, or geriatric care programs — that accommodate the diverse biological, psychological, and social realities of the individuals they serve.
