Currents

It is with great pleasure that we present Volume 5, Issue 2 (December 2025) of Currents, the official multidisciplinary research journal of the Zamboanga State College of Marine Sciences and Technology. This issue brings together scholarly discourses that reflect the evolving landscape of education and language learning, one shaped by pedagogical innovation, digital transformation, and the growing presence of artificial intelligence in academic work. The current issue consists of research articles examining learner engagement, attitudes, and motivation across diverse instructional contexts.

Opening the issue is the action research by Antonino E. Godinez and Mohd. Nizam A. Aggah, who investigated the effectiveness of the collaborative flipped classroom and teacher-led discussion as strategies for enhancing learners’ engagement in a state-owned secondary school in Zamboanga City, Philippines in the paper “Enhancement of Learners’ Engagement Exposed to Collaborative Flipped Classroom and Teacher-led Discussion Strategies in Teaching English.” Franklin Jose A. Butial’s study, “Learning English Language in the 21st Century Classroom: An Attitudinal Investigation among University Students,” provides valuable insights into students’ perceptions of contemporary English language learning environments across gender, program disciplines, and specialization. Completing the issue, Ronald S. Lamata’s “Motivation and Academic Performance in the JEEP Start Online Modularized Instruction among Maritime Students of ZSCMST” explores the relationship between learner motivation and academic performance within an online modularized program, contributing to ongoing discussions on flexible and technology-mediated instruction.

Closing the issue is the editorial “Artificial Intelligence in Academic Writing: Between Promise, Prudence, and Responsibility” by Gefilloyd L. De Castro, Current’s Editor-in-Chief. The piece offers a timely and reflective discussion on recent research examining the promises, limitations, and ethical challenges associated with AI-assisted academic writing.

Collectively, the contributions in this issue emphasize Currents’ commitment to advancing research that is pedagogically grounded, contextually relevant, and responsive to current challenges in education. We extend our sincere appreciation to the authors, reviewers, and editorial team whose efforts made this issue possible. We hope that the studies and reflections presented here will inform practice, inspire further research, and enrich scholarly discussion among our readers.

Gefilloyd L. De Castro, Ph.D.
Editor-in-Chief, Currents