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This study aims to produce a superhydrophobic fabric surface with a layered rough structure and which are resistant to droplet adhesion. Polydimethylsiloxane (PDMS) systems doped with stearic acid modified titanium dioxide (SA-TiO₂) nanoparticles was sprayed onto the surface of cotton fabric.

This experiment therefore uses a simple method to prepare superhydrophobic textiles by spraying SA-TiO₂ particles mixed with PDMS onto the surface of cotton fabrics. The effects of the ratio of stearic acid to TiO₂, spraying times and tension on the apparent morphological structure and hydrophobic properties of the cotton fabric were investigated.

The results showed that the stearic acid-modified TiO₂ nanoparticles were hydrophobic and more uniformly dispersed in the PDMS solution. When the modification ratio of stearic acid to TiO₂ was 3:5, the water contact angle of cotton fabric was 155.48° and sliding angle was 6.67° under the applied tension for three times of spraying, showing superhydrophobicity. The fabric shows super hydrophobic and anti-adhesive properties to a wide range of liquids such as cola, dyeing liquids, tea, milk and simulated blood. The surface tension of the liquid shows a negative correlation with its adhesion to the fabric.

The SA-TiO₂ and PDMS were applied to the fabric surface by spraying, which not only gave the fabric superhydrophobic properties, but also created anti-adhesion to a wide range of droplets.

The superhydrophobic cotton fabrics prepared by this method showed good anti-adhesive behavior to common stains and simulated blood and can be used in the development of medical protective textiles.

Modification of TiO₂ with stearic acid to prepare SA-TiO₂ with excellent hydrophobic properties, which was mixed with PDMS to make suspensions. Fluorine-free superhydrophobic fabrics were prepared by spraying method. It also exhibited excellent anti-adhesive properties against blood, providing a reference for the preparation of self-cleaning and anti-adhesive surgical gowns.

Blockchain (BC) has recently gained attention from educational organizations as a reliable and trustworthy technology for storing crucial data. This study aims to explore the factors that influence the students’ intention to use BC to host an automated reward system that is based on objective criteria of students’ performance and activities. Predefined smart contracts would guarantee unbiased judgements and fair rewards.

A mixed method approach is used. Based on an iterative rounds of Delphi approach along with a comprehensive literature review, this research proposed an extended Unified Theory of Acceptance and Use of Technology model. The model hypotheses relate performance expectancy (PE), effort expectancy (EE), facilitating conditions (FC), perceived innovativeness (PI), trust (TR), perceived security and privacy (S&P), complexity (CX) and enjoyment (EN) to students behavioural intention to use the reward system. The study tests the hypotheses using survey data from 138 students who are familiar with BC technology and its applications. The data analysis is performed using partial least squares-structural equation modelling method.

The analysis revealed that PE, EE, PI, TR and EN positively affect students’ intention to use the BC rewarding system, while CX negatively impacts it. Conversely, FC and, interestingly, S&P, which showed a significant influence on trust, were found to be insignificant in influencing students’ intention to use the system.

This study significantly contributes to the educational technology field by addressing research gaps regarding the adoption and acceptance of BC technology in academia. Firstly, it proposes a basic form of a student reward system. Secondly, it introduces an empirically validated model of students’ adoption, pinpointing factors influencing their readiness to embrace a BC reward system and providing practical implementation insights.

The principal aim of the research was to develop Interactive Mobile Learning Modules (IMLM) as an approach to innovative teaching practices in online distance education.

The study employed educational action research, using a quasi-experimental design catering to ninth-grade students (N = 104) attending a public high school in Manila.

Our research indicates that IMLM has a positive effect on student engagement. It provides students with a convenient, easily accessible, and engaging means of understanding Genetics concepts. The execution of this initiative has facilitated the emergence of novel ideas, heightened the ease of use, and advanced more equitable opportunities within the education domain. Thus, IMLM’s utilization has resulted in a favorable shift in conceptual understanding. It has been found to support learners' concept test performance, as evidenced by score gains and statistically significant improvement in understanding.

The study is limited with the development and utilization of mlearning strategy to accommodate learners in the public school system in a developing country.

The study addresses ongoing strategy and discussion to enrich online learning through the mlearning strategy.

The study accommodates inclusivity and equitable learning through personalize mlearning strategy.

The study is novel because it utilize mlearning as innovative approach to teaching genetics.

Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills (HOTS). Besides, this paper also explores how e-portfolios enhance students’ speaking skills. The study is carried out to improve the current state by identifying and solving problems in specific contexts.

This investigation was designed to seek the improvement of the students’ higher-order thinking and speaking skills after the implementation of the e-portfolio. Action research was chosen because action research is suitable to bring change and improvement in the system or assume to bring progress in the system. This study was designed in two phases, featuring reflection and connection between previous and new data.

By completing this action research study, the authors assisted students in improving their higher-order thinking and speaking skills. The improvement was related to the indicators for learning success, which were explained in this research. The HOTS criteria include the capacity to analyze essential facts and arguments that the students presented in their spoken works logically and critically.

HOTS encompasses critical, logical, creative and metacognitive thinking skills. Future research should go further into the usage of e-portfolios in the development of students’ metacognitive capacities. Moreover, because this investigation was carried out using action research methods, it is crucial to recognize that no generalizability can be offered for the findings.

The study’s findings should also benefit practitioners and instructors endeavoring to enhance students’ e-portfolios, critical thinking and digital skills in the classroom.

The discussion focuses on important development topics. Everyone, not just students, should be encouraged to participate in creating and developing our technological future. The analysis offers unique and essential perspectives into what to explore for such a substantial attempt as implementing digital technology, specifically to construct an e-portfolio.

Despite the widespread usage of e-portfolios in English as a foreign language (EFL) instruction, there is a lack of research on how e-portfolios can enhance EFL students’ HOTS and speaking abilities. Hence, this study addresses a deficiency in existing research by examining the potential of e-portfolios to enhance students’ HOTS and oral communication skills within the context of EFL.