The Digital Academic Information System is an integrated platform designed to support and manage core academic functions, including research, extension, and instruction. The system streamlines research management by tracking proposals, publications, and collaborations; facilitates extension services by organizing community engagement programs and reporting outcomes; and enhances instruction through tools for course management, faculty workload tracking, and student performance monitoring. By centralizing these features, the system promotes efficiency, transparency, and improved decision-making within academic institutions. This study focuses on the evaluation of the developed digital academic system that focuses on research, instruction and extension integration which processes essentials to state universities and colleges. The researcher used the descriptive- developmental type of research. The system provides a real-time overview of the status of the performance and accomplishment of the academic institution in the mentioned areas. The evaluation of a Digital Academic Information System (DAIS) using Agile methodology and software quality model assessment provides a dynamic and structured approach to system development and analysis. Agile enables iterative development with continuous stakeholder feedback, ensuring that evolving academic requirements are met efficiently. By integrating a software quality model—such as ISO/IEC 25010—the evaluation further assesses critical attributes like functionality, usability, reliability, and maintainability The system obtained the overall weighted mean of 3.73 which interpret as Excellent in terms of Product Quality evaluated by the IT Experts. This means that the system is approved by the IT Experts and highly recommended to use.

As social engineering threats continue to evolve, equipping learners with the skills to recognize and respond to digital manipulation has become a critical component of digital citizenship education. This paper explores the use of Microsoft Copilot—an AI-powered assistant—as a tool for generating instructional content that enhances awareness of social engineering tactics within digital learning environments. By integrating Copilot into the instructional design process, educators can rapidly produce scenario-based learning modules, phishing simulations, ethical discussion prompts, and adaptive assessments tailored to diverse learner profiles. The study presents a framework for human-AI collaboration in content creation, emphasizing pedagogical alignment, personalization, and scalability. Through case examples and prototype lesson plans, the paper demonstrates how Copilot can support educators in developing engaging, context-aware materials that foster critical thinking and digital resilience. This approach not only streamlines curriculum development but also positions generative AI as a strategic partner in advancing cybersecurity education across formal and informal learning contexts).

The rapid advancement of large language models (LLMs) such as ChatGPT, Claude, and Gemini presents new opportunities for personalized education. These AI systems are capable of tailoring learning experiences, providing instant feedback, and supporting self-paced study. However, questions remain regarding their pedagogical effectiveness, ethical implications, and alignment with educational goals. This study explores the opportunities and challenges of integrating LLMs into personalized learning environments in higher education. Using a mixed-method approach that combines experimental use of LLM-based tutoring with surveys and interviews of students and educators, the research evaluates their impact on engagement, learning outcomes, and inclusivity. Findings are expected to contribute to the discourse on AI in education while supporting the United Nations’ Sustainable Development Goal 4 (Quality Education), particularly in promoting inclusive and equitable access to learning opportunities through emerging technologies.

In the digital age, cybersecurity awareness is increasingly vital, especially for information technology (IT) students who will eventually design and manage secure systems. This paper presents CyberSAFE, a gamified web-based platform developed to enhance cybersecurity literacy through interactive modules, quizzes, and analytics dashboards. By integrating gamification with digital pedagogy principles, the platform promotes engagement, tracks learning progress, and identifies knowledge gaps in real time. A developmental-evaluative research methodology was employed, using pre- and post-tests, survey data, and system-generated analytics. Results indicate that students demonstrated measurable gains in cybersecurity knowledge, supported by positive perceptions of the platform’s usability, content relevance, and motivational impact. On a 5-point Likert scale, mean survey ratings exceeded 4.5, reflecting high acceptance and perceived effectiveness. These findings suggest that CyberSAFE can improve cybersecurity literacy while contributing to the Sustainable Development Goals (SDG 4: Quality Education and SDG 9: Industry, Innovation, and Infrastructure).

Allie’s Misadventures: Policies Sound Ridiculously Close to Fallacies” is a 3D single-player actionadventure game designed to combat misinformation by teaching players how to detect logical fallacies. Players assume the role of Allie, a bioroid journalist investigating media broadcasts and statements in a world dominated by disinformation. By infiltrating media towers under the King’s control, players learn to cross-examine and challenge deceptive arguments. The game aims to enhance critical thinking skills and reduce susceptibility to false information.