Global Research Society Publisher

GRS Publisher Open Access Policy
Introduction
GRS Publisher is committed to advancing knowledge and fostering collaboration through open access publishing. Our open access policy ensures that research is freely accessible to all, promoting wider dissemination and engagement with scholarly work.
Definition of Open Access
Open access (OA) refers to the practice of providing unrestricted access to scholarly research outputs, including journal articles, books, and other academic publications. All materials published under this policy are freely available to read, download, and share, without financial, legal, or technical barriers.
Mission and Vision
Our Mission
Our mission is to publish rigorous, peer-reviewed scholarly work that contributes to the advancement of science, education, and society. We strive to maintain the highest standards of integrity and quality in all our publications, ensuring that each piece of research is a valuable resource for the academic community and beyond. We envision a world where knowledge is freely accessible to all, empowering researchers, students, and the general public to engage with and contribute to the global dialogue of ideas. Our commitment to open access ensures that research can be disseminated widely, promoting collaboration and discovery.
Our Vision
We envision a world where knowledge is freely accessible to all, empowering researchers, students, and the general public to engage with and contribute to the global dialogue of ideas. Our commitment to open access ensures that research can be disseminated widely, promoting collaboration and discovery.
Indexing
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Journals
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Track Manuscript
Latest Article
1. Evaluation of the Implementation of Fee-Free Education Policy on enhan...
5

Athanas E. Nzota*, Prospery Mw...
St. Augustine University of Tanzania.
01-07
https://doi.org/10.5281/zenodo.18116673

This paper investigated on the Evaluation of the Implementation of Fee-Free Education Policy on enhancing Quality Education in Public Secondary Schools: A case of Songwe District in Songwe Region, Tanzania. Specifically, this paper discusses factors that hinder effective implementation of Fee-Free Education Policy in Songwe District. To acquire relevant information, the study employed a Human Capital Theory under a mixed research approach, including both quantitative and qualitative research approach. A convergent parallel research design enabled triangulation during data interpretation and discussion by directly comparing the qualitative and quantitative findings. Simple random sampling was used to get teachers while purposive sampling was used to get heads of school 4, District secondary education officer 1. So far, to obtain enough information in this study a researcher encouraged large numbers of respondents follow up in 74 sample size. From the field of data analysis the findings showed that, implementing Fee-Free Education Policy basing on providing quality education in public secondary schools is complex and challenging task that is faced by numberless challenges that need to be addressed. Including disbursement of insufficient fund, unsupportive teaching and learning environment, shortage of enough qualified teachers, overcrowded classrooms and inadequate teaching and learning materials. Findings of this study concluded that these challenges have to be addressed in order to enable the end product of this important investment of implementing FFEP for the future of Tanzania to ensure that all Tanzanians have access to quality education.
2. From Restriction to Reflection: Integrating TPACK and Artificial Intel...
4

Shahid Hassan*, Hasnain Zafar...
American University of Barbados School of Medicine.
43-52
https://doi.org/10.5281/zenodo.18080540

The Covid-19 post-pandemic educational landscape has intensified the demand for instructional designs that are pedagogically robust, technologically adaptable, and resilient to future disruptions. Despite of this fact, institutional responses to generative Artificial Intelligence (AI) in education frequently emphasize restriction rather than guided integration. This study reports on a Competency-based Education and Training (CBET) course for faculty development grounded in the Technological Pedagogical Content Knowledge (TPACK) framework. Participants redesigned a traditionally delivered lesson into hybrid and digitally resilient formats, culminating in AI-supported lesson plan development. Rather than prohibiting AI use, participants engaged in structured reflective practice documenting AI tools used; prompt strategies, humanisation of outputs, and pedagogical judgement. Data were collected through reflective narratives, survey feedback, artefacts analysis, and defended digital poster presentations evaluated by internal and external experts. Participants demonstrated progressive improvement in lesson alignment, pedagogical coherence, and technological integration across design phases. Reflective data indicated increased metacognitive awareness and professional judgement in AI use. Assessment redesign enabled transparent evaluation of competence, with participants articulating design rationale rather than merely presenting products. Guided integration of AI within a TPACK-aligned CBET framework supports authentic learning, professional judgement, and instructional resilience. Restrictive approaches to AI may undermine these outcomes. Assessment redesign, rather than tool prohibition, emerges as the critical determinant of educational integrity is discussed.
3. Rethinking Accreditation: Shaping the Future of Nursing Care Quality t...
2

Dr. Sandra ABI-DAHER FRANGIEH*
Lebanese University.
37-42
https://doi.org/10.5281/zenodo.18058512

Hospital accreditation has become a cornerstone of healthcare quality improvement, yet its impact on nursing practice—particularly in low- and middle-income countries—remains insufficiently understood. This paper examines how accreditation preparation influences nursing care quality in Lebanese hospitals by exploring three dimensions: clinical protocol adherence, safety culture and professional engagement. While accreditation is intended to standardize practices and enhance patient outcomes, nurses’ perceptions of this process are crucial, given their central role in delivering care. Using a quantitative, descriptive and analytical design, data were gathered from 80 nurses across two Lebanese hospitals actively preparing for accreditation. Structured questionnaires assessed perceptions related to the implementation of clinical guidelines, safety behavior and levels of professional commitment. Statistical analyses using Wilcoxon and Kruskal-Wallis tests identified significant relationships between involvement in accreditation activities and perceived improvements in care quality. Findings demonstrate a clear trend: nurses view accreditation preparation positively, reporting strengthened protocol standardization, improved teamwork and heightened safety vigilance. Even those not directly engaged in the process perceived institutional improvements, indicating that accreditation can generate organization-wide cultural transformation. Aligned with the 2025 quality theme “Think Differently,” the study calls for innovative, participatory accreditation strategies that empower nurses. It recommends shifting accreditation from a compliance-oriented exercise to a dynamic, inclusive and continuous learning process. This research contributes to the growing literature on accreditation effectiveness in Lebanon and highlights practical steps to improve its impact on nursing practice.
4. Development of the Geo-Time Interactive Learning Innovation Using the...
8

Paramed Sukchaem*
196 group 3 khokdua Phaisalee Nakhonsawan Thailand.
34-36
https://doi.org/10.5281/zenodo.18058498

This study developed and evaluated the Geo-Time Interactive Learning innovation based on the PARAM.ED Model to enhance Grade 7 students’ understanding of geographic coordinates and the world time system. The research objectives were to: (1) develop the innovation, (2) examine its efficiency following the 80/80 criterion, (3) compare students’ learning achievement before and after using the innovation, (4) analyze their analytical thinking skills, and (5) investigate their satisfaction. The study employed a research and development (R&D) design. The sample comprised 38 Grade 7 students selected through cluster random sampling. Research instruments included the innovation, lesson plans, a 30-item achievement test, an analytical thinking test, and a satisfaction questionnaire. Data were analyzed using mean, standard deviation, efficiency index, and dependent t-test. Results indicated that the innovation demonstrated very high quality according to expert evaluation. Its efficiency (82.67/83.50) surpassed the 80/80 benchmark. Students showed significantly higher post-learning achievement scores than pre-learning scores at the .01 level. Analytical thinking skills were at a good level, and overall satisfaction was at the highest level. The findings confirm that the Geo-Time Interactive Learning innovation effectively strengthens learners’ conceptual understanding, spatial reasoning, and analytical thinking while increasing motivation in geography learning.