https://www.journalajarr.com/index.php/AJARR/issue/feed 2025-07-02T11:05:51+00:00 Asian Journal of Advanced Research and Reports [email protected] Open Journal Systems <p style="text-align: justify;"><strong>Asian Journal of Advanced Research and Reports</strong>&nbsp;<strong>(ISSN: 2582-3248)</strong> aims to publish high-quality papers (<a href="/index.php/AJARR/general-guideline-for-authors">Click here for Types of paper</a>) in all areas of 'research'. By not excluding papers based on novelty, this journal facilitates the research and wishes to publish papers as long as they are technically correct and scientifically motivated. The journal also encourages the submission of useful reports of negative results. This is a quality controlled, OPEN peer-reviewed, open-access INTERNATIONAL journal.</p> <p style="text-align: justify;">This is an open-access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.</p> https://www.journalajarr.com/index.php/AJARR/article/view/1077 2025-07-01T07:39:07+00:00 Princess Ann C. Tanutan Josephine B. Baguio [email protected]

<p>This study aimed to explore the significant relationship between epistemic beliefs and work values among public elementary school teachers in Mati District, Division of Davao Oriental. A descriptive-correlational research design was utilized, with a sample of 111 teachers from various public elementary schools in Mati District, Division of Davao Oriental. Data were gathered through standardized questionnaires and analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression. The results showed that the extent of epistemic beliefs and work values among teachers was at a very extensive level. Correlation analysis revealed a significant relationship between epistemic beliefs and work values. Additionally, the study found that the domains of epistemic beliefs such as the structure, speed, control and source significantly influenced teachers' work values. Based on these findings, it is recommended that school administrators may emphasize the development of epistemic beliefs among teachers. Professional development programs may focus on promoting these beliefs to enhance teachers' alignment with work values that foster a collaborative and growth-oriented school environment.</p>

2025-07-01T00:00:00+00:00 Copyright (c) 2025 Author(s). The licensee is the journal publisher. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. https://www.journalajarr.com/index.php/AJARR/article/view/1078 2025-07-02T11:05:51+00:00 Mercy Itohan Aboh [email protected] Nwakaego Rosemary Uzuh Vivian Adikwu Purity Oparaugo Obi Peter Adigwe

<p><strong>Background:</strong> Herbal medicine remains integral to healthcare in many countries, yet its formal integration into conventional practice is still a challenge. This cross‑sectional study assessed attitudes toward herbal medicines among final‑year medical and pharmacy students in Nigeria across four domains: safety and efficacy, scientific validation, professional and educational relevance, and integration with conventional care.</p> <p><strong>Methods:</strong> A total of 375 final‑year students from Nigeria’s six geopolitical zones completed a nine‑item Likert‑scale questionnaire. Data on personal use of herbal products, curriculum exposure, and institutional clinic availability were also collected. Descriptive and inferential statistical analyses were conducted.</p> <p><strong>Results:</strong> A strong majority (88%) disagreed that herbal medicines lack efficacy, less than a quarter (24%) viewed them as inherently safe, but more than a third (36%) agreed that they require scientific testing before use, whilst more than three-quarters (83%) indicated that knowledge of herbal medicine is important for healthcare professionals. Close to three-quarters (70%) agreed that clinical care should integrate conventional medicine with herbal medicines, with pharmacy students (<em>p</em> &lt; 0.001) and those exposed to the curricula (<em>p</em> &lt; 0.001) showing more support for this view. Also, compared to the pharmacy students (51%), a higher proportion of the medical students (78%) agreed that herbal medications should not be employed for therapeutic purposes unless supported by scientific evidence (<em>p</em> &lt; 0.001).</p> <p><strong>Conclusion:</strong> While future Nigerian healthcare professionals recognize the therapeutic promise of herbal medicines and favour their educational inclusion and clinical integration, substantial caution persists regarding safety and the need for rigorous validation. These findings underscore the need for comprehensive, evidence‑based CAM curricula and clear regulatory frameworks to ensure safe, informed integration of herbal therapies into mainstream healthcare.</p>

2025-07-02T00:00:00+00:00 Copyright (c) 2025 Author(s). The licensee is the journal publisher. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.