This study examines the Canvas’ usability in Learning Management System (LMS) from the perspectives of students and teachers, focusing on experiences across Progressive Web App (PWA) and native mobile platforms. A task-based usability testing approach was employed, combining quantitative measures of task completion and time with qualitative insights from observations and participant feedback. Findings indicate that both platforms supported high task completion, though clear differences emerged in efficiency and feature accessibility. Teachers achieved a 91.7% completion rate on the mobile app compared to 100% on the PWA. The mobile app was faster for grading and assignment creation, while the PWA provided broader feature coverage, particularly for analytics, though some users reported navigation difficulties. For students, performance differences were more pronounced: average task completion time on the PWA was 1.24 minutes compared to 5.72 minutes on the mobile app. Tasks such as replying to announcements and checking grades were completed up to ten times faster on the PWA. Overall, the mobile app demonstrated greater stability and efficiency for routine functions, whereas the PWA offered extended functionality and cross-platform access but with tradeoffs in responsiveness and interface clarity. These results highlight the role of platform choice in shaping user experience and suggest directions for optimizing Canvas LMS for both teaching and learning contexts. By advancing usability in digital learning platforms, this research contributes to Sustainable Development Goal (SDG) 4: Quality Education, while also supporting SDG 9: Industry, Innovation, and Infrastructure through insights on mobile technology design, and SDG 10: Reduced Inequalities by emphasizing accessibility across diverse devices and connectivity conditions.

Part of speech tagging (POS) is crucial in natural language processing, identifying the grammatical categories of words in sentences. This research highlights the lack of focus on POS tagging for Asian languages, particularly Cebuano. Inadequate research on Cebuano religious text has hindered linguistic documentation and understanding its grammar and vocabulary. This study introduces a Parts-of-Speech Tagging for Cebuano utilizing a Modified Viterbi Algorithm. The researchers also apply a method for handling unfamiliar words. Results indicate that the algorithm performs exceptionally well on a religious text corpus comprising 50,000 datasets, achieving an accuracy of93%,precision of90%, recall of 90. 52%, and an F1-score of92%. These results highlight the algorithm's effectiveness in tackling language challenges within specific genres. Furthermore, the research supports the Sustainable Development Goals (SDGs) by promoting linguistic diversity and advancing inclusive language technologies. The study also provides valuable insights into Cebuano's linguistic characteristics and grammatical structures, laying a solid foundation for future research in natural language processing.

This research explores how to optimize online learning environments in support of the United Nations' Sustainable Development Goal 4 (SDG 4), which advocates for inclusive and quality education. It specifically focuses on Network Academy platforms and aims to develop a predictive framework for course completion rates, contributing to SDG Target 4. enhancing technical and vocational skills among youth and adults. By adapting the Technology Acceptance Model (TAM) for educational sustainability, the study integrates traditional constructs like Perceived Usefulness (PU) and Perceived Ease of Use (PEOU) with variables such as inclusive course design, quality instructor feedback, and student self-efficacy. This reframing positions technology acceptance not just as a matter of adoption, but as a strategic pathway to meaningful and equitable learning engagement. Using a mixed-methods approach, the research seeks to produce a robust model that informs educators, instructional designers, and platform developers on how to improve online training programs. Ultimately, the study offers practical, evidence-based recommendations for designing online systems that promote inclusive, high-quality education and directly support the 2030 Agenda for Sustainable Development.