Abstract

Although the PDCA cycle model is well-established in improving engineering quality, its application in education is still in the exploratory stage and not yet fully mature. This study utilizes PDCA as a reference to systematically analyze the talent cultivation plan, syllabi, and teaching resources in the Audio Engineering program at Guilin Tourism University. aiming to enhance teaching quality and improve students’ comprehensive capabilities.

The study identifies several key problems, such as unclear talent cultivation objectives, insufficient teaching resources, misalignment between course offerings and industry demands, and inadequacies in practical training. In-depth interviews and surveys with 4 school leaders, 8 faculty members, 215 undergraduate students, 26 alumni, and 12 employers reveal prominent problems: 1) Shortage of both quantity and quality of faculty in the audio engineering program; 2) Insufficient laboratory and practice facilities; 3) Difficulties in understanding theoretical knowledge; 4) Insufficient practical operation opportunities.

Based on these findings, The study proposed targeted action plans for school leaders, faculty members, students and alumni. This study emphasizes prioritizing the renewal of outdated equipment, strengthening cooperation with enterprises, and promoting curriculum updating and practical opportunities. By applying the PDCA cycle, educational managers can regularly assess and optimize these aspects to promote the sustainable development of the program and ensure continuous improvement in teaching quality and learning outcomes.

Keyword: PDCA Cycle Model; Educational Management; Teaching Quality Enhancement; Audio Engineering program

DOI 10.5281/zenodo.13910553 

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Introduction

"Teachers play a vital role in shaping humanity, serving as the foundation of education and civilization. The progress of any nation relies on their dedicated involvement."- John Adams

The teacher serves as a representative of society, instilling moral principles in students. In the development of a nation, significant emphasis must be placed on both education and moral values, with the teacher being uniquely positioned to contribute to this process. Without teachers, both knowledge and morality would face decline.

The role of a teacher is many-sided, including academic, pedagogical, and social responsibilities. Academically, teachers are responsible for instruction, counseling, and supervision. Pedagogically, they take on tasks related to instruction, evaluation, and facilitating the learning process. As facilitators of learning, teachers motivate students, maintain discipline within the classroom and school, and create an environment conducive to learning.

The social responsibilities of teachers extend beyond the classroom. They help students adapt to societal norms and expectations, acting as guides in their socialization. Additionally, teachers often fulfill other roles, such as serving as role models, mentors, confidants, and sometimes even parental figures, providing emotional support and care to their students (Sethi, 2009).

The primary responsibility of a teacher is to educate students, providing instruction that equips them for higher education and future employment (Rachel Morgan). Teachers are expected to not only convey subject knowledge but also adapt their teaching methods to meet the diverse needs of their students. Effective teaching goes beyond the mere transmission of information; it involves engaging students in a way that fosters understanding and retention.

Teachers play a pivotal role in shaping a nation's future, and as such, governments prioritize improving their working conditions. Safeguarding that teachers are well-supported helps retain dedicated educators who are crucial for the delivery of quality education. Various laws and provisions have been enacted to ensure that teachers are provided with a standard of living that reflects their importance to society.

Beyond their educational duties, teachers often contribute to civic activities that benefit the community and the nation. For instance, teachers frequently serve as members of the Board of Election Inspectors during elections and assist the National Statistics Office in gathering household data. These non-teaching responsibilities, while significant, are often performed outside of official working hours without adequate compensation.

In the Department of Education (DepEd), many teachers express concerns about excessive non-instructional duties that burden them, as well-known in the Magna Carta for Teachers. Despite these extra responsibilities, the compensation they receive does not always reflect the effort and time they invest in their work. This discrepancy between workload and salary has been a recurring issue, affecting teachers' well-being and job satisfaction.

In this situation, Republic Act No. 4670, or the Magna Carta for Public School Teachers, aims to enhance the social and economic status of teachers by improving their living and working conditions, employment terms, and career prospects. This Act seeks to attract and retain qualified educators, recognizing that quality education and national economic development depend on their capabilities. The researcher aims to examine the implementation of this law, teachers' awareness of its provisions, and their satisfaction with the benefits it offers. Understanding these factors is essential for assessing the law's effectiveness in improving the teaching profession and contributing to national progress through education

DOI 10.5281/zenodo.13910600 

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Introduction

In academic research, a well-structured manuscript is essential for effective communication of ideas and findings. However, many researchers face challenges in maintaining coherence and flow across different sections of their papers, leading to fragmented narratives. To address this issue, we propose the concept of "Parallelism in Research." This approach emphasizes the alignment of all key components of a research manuscript based on the sequence of research questions. By ensuring that each section corresponds directly to its related research question, this method promotes a logical progression throughout the paper. The result is a streamlined writing process for researchers and a more accessible and organized manuscript for readers and evaluators, ultimately enhancing the clarity and impact of the research.

The Core of Parallelism in Research

Parallelism in research centers on the idea that each section of a research manuscript should mirror the order and content of the research questions. For instance, if there are three research questions, the corresponding parts of the manuscript—such as the literature review, data analysis, results, discussions, conclusions, and recommendations—should be organized to answer these questions in a one-to-one manner. This means:

• Introduction: The background should introduce the broad themes of the research in line with the order of research questions.

• Statement of the Problem/Research Questions: Clearly list research questions in a numbered format.

• Literature Review: Organize the literature around each research question, addressing related studies and theories in a manner that directly corresponds to the research questions.

• Data Analysis: Analyze data in a manner that addresses each research question in the order presented.

• Results and Discussions: Present results for the first research question in the first section, followed by the second, and so on.

• Conclusions: Each conclusion should correspond directly to a research question.

• Recommendations: Provide actionable recommendations based on each conclusion in the same sequence.

Benefits for Researchers

Parallelism makes it easier for researchers to write manuscripts by providing a clear roadmap. Writers can focus on completing sections systematically, one research question at a time. This reduces the risk of overlapping content or leaving gaps, as each part of the manuscript is clearly linked to a specific research question.

Advantages for Evaluators/Readers

For evaluators and readers, Parallelism offers a straightforward method to track the research narrative. It simplifies the review process as the structure is intuitive, with every result and discussion point directly answering a research question. This method also ensures that no part of the research is neglected, as each question is given full attention.

Conclusion

Parallelism in Research is an innovative approach that brings structure, clarity, and efficiency to the research writing process. By aligning all sections of a manuscript with the research questions, researchers can more easily organize their work, while readers and evaluators benefit from a clearer, more logical presentation of the research findings. This theory has the potential to revolutionize the way academic research is written, offering a practical solution to common challenges in the research process.

DOI 10.5281/zenodo.13911617 

In the Philippines, being a teacher is more typically viewed as a vocation than a job. Filipino educators are revered as community leaders who shape the minds and bodies of the next generation of citizens. But, concealed beneath the admirable façade of education are some unseen struggles that teachers deal with daily. These difficulties impact their emotional and professional well-being and extend beyond the classroom. Many Filipino teachers face ongoing challenges that put their love for teaching in jeopardy, including low pay, huge class numbers, limited resources, and mental stress.

The low pay of Filipino teachers is one of their biggest problems. Many educators receive pay that is insufficient to cover their basic living needs, even though they play a crucial role in determining the direction of the country. The Alliance of Concerned Teachers (ACT) claims that the average pay for public school teachers in the Philippines is far less than what is required to support a family. To make ends meet, a lot of teachers are compelled to take on second jobs or borrow money. Their capacity to completely concentrate on their teaching duties is also impacted by this financial strain, which has an impact on their well-being.

Overcrowding in classrooms, especially in public institutions, is a serious issue. The recommended teacher-to-student ratio is substantially exceeded by most Filipino teachers, who oversee classrooms with more than 50 students. It is practically hard to provide each student with individualized attention in this situation, especially if they might require extra support.  

The shortage of teaching resources is another issue that Filipino educators face, one that is made worse by the nation's constrained funding for education frequently find themselves having to stretch their already meager income further by buying supplies for their classrooms with their own money. As a result of having to go above and beyond what is reasonable to fulfill their professional responsibilities, many instructors feel as though the educational system is not supporting them.

Filipino teachers frequently face emotional and mental health problems in addition to financial and practical difficulties. Burnout and mental health issues can result from the combination of high workloads, long hours, and emotional stress. Sadly, the Philippine school system provides little assistance for teachers' mental health, forcing many of them to manage alone. Many Filipino teachers report high levels of stress and weariness, which has an adverse influence on their general effectiveness and job satisfaction, according to a study by Magtibay-Ramos et al. (2020).

Despite these difficulties, a great deal of Filipino educators continue to be devoted to their work because they have a strong desire to improve the lives of their pupils and a strong enthusiasm for teaching. It is evident, nevertheless, that more work must be done to assist these educators. It would be very beneficial to address the problems of poor pay, packed classrooms, inadequate resources, and mental health support to lessen the invisible struggles that Filipino teachers encounter.

DOI 10.5281/zenodo.13912041 

Education has always been a key tool for influencing the future in the Philippines, but both teachers and students face challenges on the path to knowledge. Filipino educators have faced numerous challenges, ranging from resource shortages and economic difficulties to natural calamities and pandemics. Despite these obstacles, tales of bravery, flexibility, and dedication come from classrooms throughout the nation, demonstrating the tenacity of teachers who carry on offering high-quality instruction even under trying circumstances.

Natural disasters are one of the biggest obstacles the Philippine school system must overcome. Because of the nation's propensity for typhoons, earthquakes, and volcanic eruptions, many schools frequently close or sustain damage. Following calamities, educators frequently have to adjust rapidly, turning destroyed classrooms into temporary classrooms or using other teaching strategies like home visits or outdoor sessions. For example, many schools were devastated during Typhoon Yolanda (2013), which had a devastating impact on the Visayas region. However, instructors persevered in rebuilding makeshift classrooms, delivering instruction despite the scarcity of resources and necessities (Valenzuela, 2014). This kind of dedication demonstrates the perseverance of Filipino educators, who understand that education is a ray of hope.

An already troubled educational system gained additional difficulty as a result of the COVID-19 pandemic. Teachers and students encountered technological challenges with the abrupt change to remote learning because many homes lacked the devices or internet access required to take part in online courses. Only about 60% of students had access to any kind of remote learning throughout the pandemic, according to a Department of Education (DepEd) survey (DepEd, 2021). Teachers had to quickly adjust to the new modality because many of them were not accustomed to online learning environments. Despite these technological obstacles, educators have shown exceptional flexibility.

Apart from these significant disturbances, financial difficulties continue to be a recurring obstacle for educators and learners alike. Due to their poor incomes, many kids struggle to purchase essential school supplies, and teachers—who also sometimes have little pay—find themselves in a difficult financial situation. However, despite these monetary difficulties, educators remain dedicated to their work. Many go above and beyond to provide financial support to kids, paying for those who cannot afford education or buying supplies for the classroom out of their own pockets. This degree of selflessness demonstrates the great dedication Filipino educators have for their pupils and communities.

The accounts of resilience, flexibility, and devotion from Filipino teachers during difficult times demonstrate their unwavering devotion to the advancement of education. Filipino instructors constantly rise to the challenge, whether it is overcoming financial issues, rebuilding after a storm, or adjusting to the realities of remote learning. These inspirational tales demonstrate how education in the Philippines can still be a driving force for growth and hope despite adversity.

DOI 10.5281/zenodo.13912069 

In recognizing that education is a fundamental right for all people, regardless of their backgrounds or abilities, the Philippines has made significant progress toward establishing an inclusive education system. Inclusive education aims to provide equitable access to high-quality education for all students, especially those with special needs and disabilities. This essay reviews the advancements made in the Philippine inclusive education system and highlights the unresolved issues that continue to cast doubt on its efficacy.

The Philippine government has launched some programs and policies in the last ten years to advance inclusive education. To support various learners, schools can modify their curricula and teaching strategies by using the "Policy Guidelines on the Implementation of Inclusive Education for Children and Youth with Special Educational Needs," which the Department of Education (DepEd) introduced in 2013. Furthermore, the Philippine Education Sector Plan places a strong emphasis on inclusive practices to guarantee that all students can participate in class together.

Non-governmental groups and local government entities have been instrumental in promoting inclusive education. To provide instructors with the skills and information they need to meet the varied needs of their pupils, training programs have been established. To serve children with disabilities, schools are starting to implement inclusive practices including tailored education plans and assistive technology. As a result, there is a decrease in stigma and an increase in the number of special needs students being incorporated into regular schools.

There are still a lot of obstacles in the way of creating an inclusive education system, even with recent advances. The dearth of proper facilities and resources in many schools is a big worry. Even though many metropolitan regions have seen gains, many rural schools continue to lack the resources, staff, and facilities needed to adequately educate students with disabilities. This discrepancy undermines the inclusion ideals by creating a divide in the quality of education given to various student groups.

Furthermore, barriers still arise from cultural views toward people with impairments. Higher rates of exclusion can result from discrimination and stigma, which can deter parents from enrolling their children with special needs in normal schools. To change attitudes and promote a more inclusive culture, awareness campaigns, and community involvement initiatives are crucial.

The requirement for continuous professional development for educators remains an unresolved issue. A lot of educators say they feel unprepared to deal with the variety of requirements of their pupils, which can affect their self-assurance and productivity in the classroom. Educators must have ongoing training and assistance to guarantee the successful implementation of inclusive practices.

Even though the Philippines has made great strides in creating an inclusive educational system, many issues still need to be addressed. To establish an environment where every learner has the chance to thrive, government agencies, schools, families, and communities must work together to address these issues. The Philippines can get one step closer to having an inclusive education system that helps all students by keeping up its investments in training, resources, and awareness.

DOI 10.5281/zenodo.13912086 

As expectations on both teachers and students have increased, mental health and well-being have become increasingly important aspects of education in the Philippines in recent years. The COVID-19 pandemic's impacts and the pressures placed on students to excel academically have brought attention to the need for efficient mental health services in Filipino schools. Meeting these needs is crucial for improving learning outcomes as well as creating a more wholesome and encouraging learning environment.

In the Philippines, teachers sometimes face elevated stress levels as a result of a variety of circumstances, such as demanding workloads, administrative duties, and the emotional demands of their professions. According to a 2021 survey, more than 60% of educators said they were burned out or anxious, which can hurt their well-being and effectiveness. It's critical to acknowledge the mental health issues that educators confront to foster a positive learning environment. Prioritizing mental health programs that provide training on stress management, peer support networks, and counseling services can help teachers manage their workloads and preserve their well-being.

Students in Filipino schools are dealing with serious mental health problems at the same time. Anxiety, sadness, and other mental health illnesses can result from family dynamics, social expectations, and academic achievement pressures. According to research, one in five Filipino students suffers from mental health issues, which are frequently made worse by the stigma associated with mental illness. Schools must put in place thorough mental health programs that raise awareness and offer kids support services to address these problems. Destigmatizing mental health disorders and providing students with coping mechanisms are two benefits of integrating mental health education into the curriculum.

Meeting the needs of educators and students requires cooperation between parents, educators, and mental health specialists. Families can have conversations about mental health through conferences and seminars that schools might host, encouraging a well-rounded approach to well-being. Schools may build a community of support that reaches beyond the classroom by fostering an open discussion about mental health and encouraging both teachers and students to get help when they need it.

In addition, including mental health services in the current educational framework can improve accessibility and foster a culture of well-being. Educating educators on the warning indicators of mental health problems and providing them with resources to help their pupils can have a big impact on early intervention and prevention. In order to guarantee that instructors and children have access to the services they require, schools might also form alliances with neighborhood mental health organizations.

It is critical to nurture a pleasant learning environment in Filipino schools by attending to the mental health and well-being of both instructors and children. Filipino schools may foster a supportive environment that is responsive to the varied needs of their communities by giving mental health initiatives top priority, encouraging collaboration among stakeholders, and incorporating resources into school structures. A crucial first step in improving the general educational experience and well-being of educators and students alike will be to give mental health more priority as the nation develops.

DOI 10.5281/zenodo.13912103 

Technology has been progressively changing educational systems all around the world in recent years, and this is also the case in the Philippines. Technology integration into education can improve education and make it more accessible to all by addressing several issues that Filipino educators and students confront. Technology has improved education in the Philippines with an emphasis on collaboration and communication, improved teaching techniques, and easier access to learning resources.

Greater accessibility to educational resources is one of technology's most important contributions to Philippine education. Thanks to the development of the internet and mobile devices, students who were previously unable to access a variety of information and educational materials can now do so. Free tutorials and courses covering a range of topics and skill levels are available on websites and platforms like Coursera and Khan Academy.

Technology has also made it possible for teachers to implement cutting-edge teaching strategies that accommodate various learning preferences. Teachers may design dynamic and interesting classes with the use of interactive resources like smart boards, educational applications, and virtual simulations. For instance, during the COVID-19 pandemic, several schools resorted to online learning tools, such as Google Classroom and Zoom, allowing teachers to continue giving classes remotely. This change preserved educational continuity while also pushing teachers to become digitally literate and integrate technology into their lessons, which improved student learning in the process.

Technology has not only made resources and instructional strategies more accessible, but it has also encouraged cooperation and communication between parents, teachers, and students. Regardless of where they are in the world, students may collaborate, exchange ideas, and learn from one another through online discussion boards, forums, and cooperative projects. Students' social skills are improved, and a sense of community is fostered through this collaborative approach to learning, both of which are critical for their overall development.

Technology has also made it easier for parents and teachers to communicate, providing timely progress reports and encouraging a more engaged approach to education. Parental applications that monitor grades, assignments, and attendance allow parents to keep tabs on their kids' academic progress and have fruitful conversations with teachers. In the end, improved student outcomes and a more encouraging learning environment result from this collaboration between parents and educators. Even with all of the advantages that technology offers Philippine education, there are still issues. The digital divide, poor infrastructure, and restricted internet connection in rural regions are some of the problems that can prevent technology from being fully utilized in education.

Technology has greatly improved education in the Philippines by making learning resources more accessible, encouraging creative teaching approaches, and encouraging cooperation among stakeholders. In order to guarantee that every student can take advantage of the potential presented by technology, it is crucial to address the current issues as the nation embraces technological progress. By doing this, the Philippines may develop an educational system that is more effective and equitable while preparing students for the challenges of the twenty-first century.

DOI 10.5281/zenodo.13912177 

Students are under a lot of pressure to perform well in the highly competitive academic environment of today. The hidden cost of this strain on students' mental health is often disregarded, even while achieving academic success and getting high grades are praised. Students' mental health may suffer as a result of academic stress that is driven by expectations from parents, instructors, and society at large. A balanced approach to education is necessary, as evidenced by the sources of academic stress and its effects on students' mental health.

The intense pressure students face to do well on tests and keep high grades is one of the main causes of academic stress. Many students learn early on that their academic accomplishments will determine how successful they are in the future. Students who are under pressure to do well frequently develop a fear of failing because they worry about their scores and are often comparing themselves to their classmates. In addition to undermining students' self-esteem, this comparison culture promotes the idea that scholastic achievement determines one's value.

Students' stress levels are also influenced by the rigors of schooling, extracurricular activities, and the pressure to fulfill deadlines. Assignments, projects, and tests can cause students to feel overburdened, leaving little time for leisure or extracurricular activities. They thereby endure ongoing stress, which raises the possibility of burnout. Students who experience burnout find it difficult to maintain motivation or enjoy learning. Burnout manifests as physical, emotional, and cerebral tiredness.

Stress related to school has serious negative effects on students' mental health. Long-term stress exposure has been linked to a few mental health problems, including anxiety, sadness, and sleep disturbances, according to research. Students who face high levels of academic stress are more likely to express symptoms of anxiety and despair, according to a National Institutes of Health study. These mental health problems can have a detrimental impact on students' general well-being in addition to their academic achievement.

Furthermore, students may experience an imbalance in their lives because of academic stress. Many students sacrifice vital facets of their personal lives, such as socializing, engaging in hobbies, and preserving physical health, in their pursuit of academic achievement. Students who experience this imbalance may feel more alone and be more susceptible to mental health issues.

A change in the way education is approached is necessary to address the unknowable cost of academic stress on mental health. Families and educational institutions need to understand the equal importance of mental health and academic success. A supportive environment for students can be established by putting mental health programs into place, providing counseling services, and promoting candid conversations about stress. Promoting a growth mentality, in which effort and advancement are prioritized over perfection, can also aid in reducing performance anxiety. Academic achievement and mental health must be prioritized to develop well-rounded, healthy persons. A well-rounded education can help pupils succeed intellectually and psychologically, setting them up for success in the classroom and beyond.

DOI 10.5281/zenodo.13912195 

Effective leadership is critical to improving teacher effectiveness and, by extension, student outcomes in the dynamic field of education. In educational contexts, leadership involves more than just having power; it also includes providing direction, encouragement, and support. School administrators may foster a culture of cooperation and ongoing development by supporting teachers, which will eventually pave the way for a more productive learning environment.

Professional development is one of the main ways that leadership support increases teachers' performance. Proficient leaders understand the value of making growth investments in their teachers. School administrators provide educators with access to workshops, seminars, and training programs that equip them with the most recent pedagogical approaches and teaching methodologies. By customizing their teachings to each student's unique needs, for example, teachers trained in differentiated instruction can improve student engagement and learning outcomes. In addition to enhancing instructional strategies, this investment in professional development helps educators feel competent and confident.

Collaborative environments fostered by supportive leadership inspire instructors to exchange resources and ideas. School administrators who encourage collaboration and teamwork among teachers facilitate the sharing of creative approaches, best practices, and workable answers to shared problems. Peer observations and cooperative planning sessions can result in shared learning experiences that improve the efficacy of instruction. Teachers are more willing to try out novel ideas and take chances in their teaching when they sense the support of their leaders and peers, which eventually benefits the students.

A key component of good leadership is both praise and constructive criticism. When school administrators take the time to see how classes are run and provide detailed, useful feedback, instructors are better equipped to pinpoint areas for growth and recognize their accomplishments. Acknowledging teachers' contributions improves morale and creates a healthy school climate, which increases job satisfaction and retention. Teachers are more inclined to enhance their methods and make investments in the achievement of their pupils when they are recognized and appreciated for their accomplishments.

Helping with leadership goes beyond collaboration and professional development; it also entails fostering a welcoming atmosphere where teachers' welfare is given top priority. Education leaders who place a high priority on mental health and work-life balance enhance the atmosphere in their schools. Teachers are more likely to stick with their jobs and continue to be productive when they perceive that their bosses are concerned about their welfare. Programs like wellness, flexible schedule, and an open-door policy to address problems can improve teachers' general well-being and productivity.

Enhancing teachers' efficacy in the classroom requires support with leadership. School administrators establish a strong example for educators by supporting professional development, encouraging teamwork, giving constructive criticism, and placing a high priority on the well-being of their instructors. Not only does this encouraging atmosphere boost instructional strategies, but it also improves student performance. Prioritizing strong leadership will be crucial for developing a vibrant, productive teaching community that eventually helps all students as the educational landscape changes.

DOI 10.5281/zenodo.13912211 

To address issues in the education system and change it into one that promotes resilience, quality, and inclusivity, the Philippine Department of Education (DepEd) started the MATATAG initiative. The acronym MATATAG, which stands for "Makatuwid, Tatag, Tapat, at Galing" (Transparency, Integrity, Resilience, and Excellence), seeks to fortify the nation's educational foundation and guarantee that students obtain the assistance and materials they require to thrive. This essay examines how the MATATAG program is being used to alter education in the Philippines and the essential elements that make it a catalyst for transformation.

One of the major aims of the MATATAG program is to bridge the learning gaps that have worsened owing to the COVID-19 epidemic. During the pandemic, the shift to online and blended learning brought attention to disparities in educational access, especially for underprivileged and rural populations. By enhancing access to resources and technology, MATATAG aims to close this gap and guarantee that all students, regardless of financial status, may take advantage of high-quality education. DepEd has made it a priority to provide schools with digital tools and infrastructure in addition to providing instructors with the necessary training to adjust to new teaching methods that incorporate both in-person and remote learning.

The MATATAG initiative highlights the value of enhancing teacher development in addition to expanding access to technology. Since teachers are the foundation of any effective educational system, MATATAG understands that supporting their professional development is crucial to the achievement of all students. DepEd has launched extensive training programs in the effort to give teachers the abilities and information required for teaching in the twenty-first century. This covers instruction in differentiated learning, digital literacy, and creative teaching techniques to meet the needs of a wide range of students. MATATAG guarantees that teachers are better equipped to address the changing requirements of their pupils by supporting them.

Promoting inclusion in education is one of MATATAG's other main objectives. The program's goal is to make learning more accessible for children with special needs, as well as underprivileged and indigenous kids. To guarantee that every student can succeed, MATATAG encourages schools to adopt inclusive practices including individualized education plans (IEPs) and adaptable learning resources. The project also advocates for the inclusion of mental health and well-being programs, acknowledging the value of an all-encompassing approach to education that places equal emphasis on academic success and emotional and psychological assistance.

DepEd has implemented systems to track and assess the success of educational initiatives, guaranteeing that educational institutions are held responsible for delivering high-quality instruction. The initiative fosters a collaborative approach to improving the education system by establishing trust between educators, students, and parents through the promotion of transparency. A comprehensive strategy for improving education in the Philippines is represented by MATATAG. As MATATAG is put into practice, it has the potential to have a long-lasting effect on the lives of Filipino teachers and students, assisting the nation in developing a more robust and successful educational system for coming generations.

DOI 10.5281/zenodo.13912216 

Technology doesn’t always have to mean computers and gadgets. In my classroom, we rely on simpler tools like blackboard, printed materials, and sometimes a projector that I use for demonstrations. While we don’t have personal devices for students, technology can still play a role in enhancing lessons—just in a more traditional sense.

For example, I often use printed visuals and diagrams during my lessons. I’ve noticed that some students grasp concepts more quickly when they can see an image or chart rather than just hearing an explanation. Last year, while teaching a lesson on geography, I used large printed maps and marked locations to visually show students the terrain we were discussing. That sparked a lot more questions and engagement than a textbook alone ever could.

When it comes to assignments, I often use simple, low-tech approaches like collaborative group work and hands-on activities to encourage participation and creativity. A few months ago, we did a group poster activity where students drew out their ideas for solving local environmental problems. The conversations that stemmed from it were thoughtful and lively, with students building on each other’s suggestions.

At the end of the day, technology isn’t just about having the latest tools—it’s about making the best use of what you have to enrich learning. Even with minimal tech, we can create engaging, dynamic lessons that inspire students to think more deeply.

DOI 10.5281/zenodo.13917339 

Sometimes, teaching is about more than just the lesson plan. I learned this when I had a student who seemed distracted and disengaged. After class one day, they confided that they were feeling overwhelmed by things going on at home. That conversation was a turning point for me—I realized that emotional well-being is just as important as academics.

Now, I make it a point to incorporate social-emotional learning (SEL) into my teaching. We start each morning with a quick check-in. I’ll ask, “How’s everyone feeling today?” and allow students a few minutes to share their thoughts. It’s amazing how much this small routine helps create a supportive atmosphere. One student, who was usually very quiet, started to open up after these check-ins, saying, “It feels good to talk about how I’m feeling.”

We also take a few minutes during the day to pause and breathe, especially when I notice the class is getting stressed or restless. It doesn’t take long, but it helps students reset and refocus. Initially, some students giggled through it, but over time, it became something they appreciated—especially around exam periods.

SEL may not be a part of every lesson plan, but it’s essential for creating a classroom where students feel safe, heard, and ready to learn. When students are emotionally supported, they’re more engaged and willing to take on challenges.

DOI 10.5281/zenodo.13917345 

One of the most valuable lessons I’ve learned is that every student comes to the classroom with different needs. A few years ago, I had a student who struggled with reading comprehension. Traditional teaching methods weren’t helping, and they started to withdraw from class discussions. That’s when I knew I had to switch things up.

Instead of focusing only on reading, I incorporated more group activities and discussions where students could share ideas verbally. I also used visual aids—simple drawings and charts—to break down complex topics. Slowly but surely, I saw this student start to participate again. One day, they raised their hand to offer an idea during a group discussion, and it was a real turning point for them.

Another way we foster inclusion is by acknowledging and celebrating the diversity within our classroom. Last year, we started a project where students brought in family stories or cultural traditions to share with the class. It opened up new perspectives for everyone and made the classroom feel like a more welcoming space for all.

Inclusion is about making sure each student feels like they belong and can contribute. It’s not always easy, and sometimes I still struggle to find the right methods, but seeing students gain confidence and participate fully is always worth the effort. When we make the classroom a space where all students can succeed, we all grow together.

DOI 10.5281/zenodo.13917347 

Teaching critical thinking can be a challenge, especially when students are used to being told what to do. I once gave my class a problem-solving activity where they had to come up with solutions for a local issue—waste management. At first, there was a lot of confusion. “There’s no right answer?” they asked. Exactly! That’s where the learning starts.

The students worked in groups to brainstorm ideas. It wasn’t perfect. There were a few dead ends and moments of frustration. One group had an idea about recycling plastic, but they couldn’t figure out how to make it practical. Instead of giving up, they kept asking questions—“What if we used less plastic?” That led to a discussion on reducing waste in everyday life.

In my class, I encourage students to see mistakes as part of the learning process. We even have a “learning wall” where we post our biggest challenges and reflect on what went wrong and how we can approach it differently next time. It’s messy, and sometimes students get stuck, but when they finally figure it out, the pride they feel is palpable.

Critical thinking is more than just solving a problem—it’s about developing the skills to approach challenges from different angles. I remind my students that the process is just as important as the outcome. When they realize that, they start to embrace the challenge and think creatively about the world around them.

DOI 10.5281/zenodo.13917354 

Ten years I've stood before eager eyes,

In a public school where dreams arise.

Each lesson shaped by hands that care,

In crowded rooms, the burdens we bear.

The weight of the world in chalk and dust,

With every student, I build their trust.

Late nights, papers spread like stars,

Grading dreams, erasing scars.

At home, a different battle waits,

Two sons, a daughter, and life's weights.

My partner, brave in uniform blue,

Fights his battles, while I fight through.

Balancing worlds, I strive to be,

The teacher they need, the mother they see.

Through sleepless nights and quiet fears,

Fulfillment rises, with love and tears.

For in the struggle, joy is found,

In every "thank you," so profound.

Ten years, and still I stand tall,

For the hearts I've touched, that's worth it all.

DOI 10.5281/zenodo.13937796 

No manila paper, pictures, or videos of “Anyong Lupa”? That is not a problem; I can utilize my legs to demonstrate the various landforms. This humorous statement of one school supervisor of mine strikes my imagination as a reflection of how teachers touch and transform lives even without using any technology.

We often think that utilizing technological advancement makes teaching effective. Reducing students’ reading time through shortened stories, refraining from comprehensive lectures to prevent boredom, and exposing children to gadgets as part of gamification; George et. al., (2024) in their study entitled – the Erosion of Cognitive Skills in Technological Age, argues that as technology performs more thinking tasks for human, the ability of them to think critically, solve complex problems, and create innovations gradually decline. They further reveal that the cognitive load ability of humans has decreased over the past 10-15 years as gadgets, computers, and calculators perform mathematical procedures. Additionally, over the last 30 years, deductive reasoning, inference-making, evaluating statements, forming conclusions, and creating new ideas have declined by an average of 10-15%.  Zhai et. al., (2024), concluded that overreliance on AI technology has a negative impact on students’ evaluative, synthesis, and creative skills. They found that though the AI dialogue system has advantages, it is alarming to know that these technologies cause critical cognitive erosion due to AI hallucinations that provide misinformation, algorithm biases, plagiarism, privacy concerns, and ethical issues.

Instructional materials are a vital component of the teaching and learning process. These are the resources that teachers can use to facilitate learning for various types of students. It supports teaching effectiveness if used well.

What could be considered the best instructional materials? The answer is the teachers themselves. Multimedia enhances and intensifies the impact of teaching; however, the knowledge, wisdom, and passion of teachers cannot be replaced by any technology. A teacher’s authenticity and creativity play a crucial role in motivating every student. The ability of a teacher to touch and transform lives by building meaningful connections impacts students’ motivation, making them resilient, innovative, and purposeful.

The best instructional materials are my legs, the way I think, the quality of the information I share, the scientific teaching I innovate, and the passion that I transcend. Teachers possess a unique ability to personalize instruction, significantly enhancing student engagement and learning outcomes.

Finally, the heart and passion of a teacher are irreplaceable. While technology can enhance learning, it’s the personal connections and empathy that truly inspire students. A passionate teacher can motivate, instill confidence, and foster a love for learning in ways that no device or software can replicate. Their ability to understand students' emotions, provide encouragement, and adapt their teaching methods makes a profound difference in shaping young minds. The human touch is what creates an engaging learning environment. The teachers are the best instructional materials, the most valuable resources of learning, and the fountain of experience and wisdom that lead students to become lifelong learners.

DOI 10.5281/zenodo.13938000 

“Without creativity, there is no progress.”

-Edward De Bono

Exploration, imagination, and innovation—these three powerful elements of creation trigger the spark that ignites transformation, invention, and revolution. They emerge by breaking free from established patterns of thinking and navigating phenomena through creativity.

In the recent Programme for International Students Assessment (PISA) result, where the Philippines ranked 77 out of 81 countries around the world, it was unveiled that our 15-year-old students performed low in math, science, reading comprehension as well as financial literacy, and creativity. The creativity assessment result was separately released on June 2024, with a mean score of 14 out of a possible 60 points, students in the country scored substantially below the OECD average of 33 in creative thinking. Only 6% of students in the Philippines performed highly in innovative thinking. All 32 tasks in the test were organized into four domain contexts: written expression, visual expression, social problem-solving, and scientific problem-solving.

To alleviate the conventional way of students’ thinking, there must be an innovative way style of assessing students’ performance.

Assessment according to Shaukani, et. al., (2023) should test students from a holistic interdisciplinary perspective that “integrates body, mind, emotions, and spirit’. Moreover, Kaestle, (2013; Linn, 2013) as cited in Loeb et. al., (2019) revealed that research experts and educational practice sectors view assessment as having a detrimental impact on instruction and learning particularly when test results have significant consequences. Moreover, inappropriate assessment tools can mislead the whole institution and delude the attainment of the institution’s mission and vision. Therefore, classroom assessment practices need to be positive to better support learning. An assessment should significantly improve students’ lateral thinking (critical thinking and creative abilities).

Positive assessment is grounded on positive psychology. It focuses on the positive human experiences.

 In education, positive psychology can be in the form of assessment. Lambert (2001) created a list of various non-threatening formative assessments that can be used to gauge the performance of students in the twenty-first-century setting. Some of these are the following: the use of index cards, summaries, and questions; hand signals; one-minute essays; analogy prompts; web or concept maps; misconception checks; student conferences; three-minute pauses; observation; self-assessment; exit cards; portfolio checks; quizzes; journal entries; and choral responses. Lambert believed that stress and anxiety resulting from standardized tests can quickly cause students to lose their ability to think, which can produce false results, such as a low "grade" that suggests the student knows far less than they do.

To "broaden" means to expand imagination, while to "build" refers to establishing resiliency. Positive experiences gained from positive assessments in the classroom enhance students' cognitive and emotional capacities. This expansion fosters meaningful relationships, which lead to happiness and a sense of purpose. It encourages creativity, and growth hinges on it.

Finally, implementing positive assessments in the classroom thrusts students toward a happier and more fulfilling educational journey.

DOI 10.5281/zenodo.13938007 

In the bustling city of Muntinlupa, the Muntinlupa Business High School-Sucat Annex stands as a beacon of education for its community. However, the true potential of this institution can only be fully realized when both learners and teachers thrive in a healthy living environment.

The foundation of a successful educational experience lies in the physical and mental well-being of its participants. For students, proper nutrition and good health are crucial factors in cognitive development, concentration, and overall academic performance. Similarly, teachers require optimal health to effectively deliver lessons, manage classrooms, and serve as positive role models for their students. Recognizing this symbiotic relationship between health and education is the first step towards creating a thriving school environment.

To promote health and nutrition at Muntinlupa Business High School-Sucat Annex, a multi-faceted approach is necessary. First and foremost, the school canteen plays a pivotal role in shaping the dietary habits of students and staff. Implementing a nutritious and balanced menu that incorporates fresh fruits, vegetables, whole grains, and lean proteins can significantly impact the overall health of the school community. Additionally, removing sugary drinks and processed snacks from vending machines and replacing them with healthier alternatives can further support this initiative.

Physical activity is another crucial component of a healthy lifestyle. Integrating regular exercise into the school curriculum through physical education classes, sports programs, and extracurricular activities can help combat sedentary behaviors and promote overall fitness. Creating safe and accessible spaces for physical activities, such as a well-maintained sports field or a dedicated exercise area, can encourage both students and teachers to engage in regular physical activity.

Mental health is equally important and often overlooked in school settings. Implementing stress-reduction programs, such as mindfulness sessions or yoga classes, can help both learners and teachers manage the pressures of academic life. Additionally, providing access to counseling services and creating a supportive environment.

Education plays a crucial role in promoting health and nutrition. Incorporating health and nutrition topics into the curriculum can empower students with the knowledge they need to make informed decisions about their lifestyle choices. This can include lessons on balanced diets, the importance of hydration, the effects of different foods on the body, and the benefits of regular exercise.

Community involvement is key to the success of any health and nutrition initiative. Partnering with local health organizations, nutritionists, and fitness experts can bring valuable resources and expertise to the school. Organizing health fairs, cooking demonstrations, and fitness challenges can engage the entire school community and create a culture of health and wellness that extends beyond the school grounds.

The school environment itself should reflect the commitment to health and nutrition. This can include maintaining clean and hygienic facilities, ensuring proper ventilation and lighting in classrooms, and creating green spaces that promote relaxation and connection with nature. A healthy physical environment contributes to the overall well-being of both students and teachers.

In conclusion, creating a healthy living environment at Muntinlupa Business High School-Sucat Annex is a comprehensive endeavor that requires the commitment and participation of the entire school community. By focusing on nutritious food options, promoting physical activity, addressing mental health, providing education on health and nutrition, engaging the community, and maintaining a healthy physical environment, the school can foster a culture of wellness that benefits both learners and teachers. This holistic approach to health and nutrition will not only improve the immediate well-being of the school community but also equip students with lifelong skills for maintaining their health, ultimately contributing to their success both in and out of the classroom.

DOI 10.5281/zenodo.13960760 

Introduction

The MTB-MLE program implemented in the Philippines has been one of the major educational reforms aiming at providing literate learning outcomes among the various linguistic groups in the country. However, in Lanao del Norte where Meranao language is the most widely spoken dialect, challenges have emerged for the teachers in effectively delivering mother tongue instruction. Among the many potential advantages of teaching through a mother tongue approach, several challenges bar its effective implementation.

Studies indicate that language is an essential component of instruction because it allows for deeper comprehension and engagement by students (Gonzalez, 2015). However, teaching practitioners in Meranao affirmed that inadequate training, limited infrastructures, and shabby services provided by the community hinder effective instructions in the native language (Salvador, 2018). Socio-political considerations like ethnic conflict and economic inequality further complicate the educational landscape of Lanao del Norte (Magsino, 2020).

Background of the Study

The implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) program in the Philippines has been a significant educational reform aimed at improving literacy and learning outcomes among diverse linguistic groups. In Lanao del Norte, where the Meranao language is predominantly spoken, teachers face unique challenges in effectively delivering instruction in the mother tongue. Despite the potential benefits of this approach, various obstacles hinder its successful implementation.

Research indicates that language plays a crucial role in education, particularly in enhancing comprehension and engagement among students (Gonzalez, 2015). However, Meranao teachers report difficulties related to inadequate training, limited resources, and a lack of community support, which can impede the effective delivery of instruction in the mother tongue (Salvador, 2018).

This study aims to explore the specific problems encountered by selected Meranao teachers in implementing the MTB-MLE program in public schools and to analyze the implications of these challenges for educational policy and practice. By examining these issues, this research seeks to contribute to a deeper understanding of the complexities involved in mother tongue education and to propose actionable solutions that can enhance its effectiveness in the region.

Theoretical Framework

In any research, theories, concepts and paradigms are essential to support the ideas presented in the paper. Basically, they serve as a way to complete the idea of the paper it wants to prove.

         This study draws upon two primary theoretical frameworks to understand the problems encountered by Meranao teachers in implementing mother tongue education in Lanao del Norte: 

(1) The Theory of Language Acquisition and (2) The Social-Ecological Model of Development.

1. Theory of Language Acquisition:

This theory, rooted in the work of linguists like Noam Chomsky and Stephen Krashen, emphasizes the crucial role of the first language in cognitive development and learning. It posits that children acquire language naturally through exposure and interaction, and that their native language serves as a foundation for acquiring other languages (Krashen, 1985). This framework is relevant to this study because it highlights the potential benefits of using the Meranao language as the primary medium of instruction in early childhood education. By providing a familiar and accessible language environment, Meranao students can develop stronger cognitive skills and a deeper understanding of their cultural heritage.

2. The Social-Ecological Model of Development:

This model, developed by Urie Bronfenbrenner. This framework is relevant to this study because it recognizes the complex interplay of factors that impact the success of mother tongue education. For instance, the availability of appropriate teaching materials, the support of school administrators, and the attitudes of parents towards the Meranao language all contribute to the challenges faced by Meranao teachers in implementing the program.

Independent Variable        Dependent Variable                     Output

                                             Figure 1. Research Paradigm.

Figure 1. shows the research paradigm of the study. This paradigm emphasizes understanding the lived experiences and perspectives of Meranao teachers regarding the implementation of MTB-MLE. It aims to uncover the complexities and nuances of their challenges, motivations, and beliefs surrounding the policy.

Statement of the Problem

  This study aimed to determine the problems encountered by Meranao Selected Teachers in the Implementation of Mother Tongue among Selected Public Schools in Lanao del Norte. Specifically, it sought to answer the following questions:

1. What is the personal profile of the respondents in terms of:
        1.1 Age;

1.2 Gender;

1.3 Teaching Position;

1.4 Years in Teaching;

1.5 Assigned Year Level;

1.6 Highest Educational Attainment;

1.7 Monthly Income;

1.8 Status of Appointment;

2. What is the level of implementation of the MTB-MLE?

3. What are the problems encountered by the respondents in the Implementation of Mother Tongue as Their Medium of Classroom Instruction in terms of:

2.1 Language Learning

2.2 Classroom Instruction

4. Is there a significant relationship between students the level of implementation when grouped according to profile?

5. What implications can be drawn from the findings?

Hypotheses:

The following null hypothesis were tested at 0.05 level of significance:

Ho1: There is no significant relationship between students the level of implementation when grouped according to profile

Scope and Delimitation of the Study

This study is in relation to the use of Mother Tongue Based-Multilingual Education as a subject matter and as a medium of instruction inside the classroom from Kindergarten to Grade 3 level. The focus of this study is to determining the Problems Encountered by Meranao teachers in the implementation of Mother Tongue. This is to verify if the teachers’ teaching styles match with the pupils’ learning styles.

The respondents of this study were the kindergarten, Grade I, II, III teachers of Primary and Elementary Selected Schools in Lanao del Norte. The Grade IV, V, VI teachers are not included in this study since they are not required to use Mother Tongue as a subject matter and as medium of instruction.

Definition of Terms

Some terms need to be both operationally and conceptually defined in the interest of greater clarity and common understanding among readers from diverse backgrounds or fields.

         Achievement. This refers to ability or skills developed as result of learning. Achievement is measured by an achievement test which is syllabus- or material-bound (Davies, 1994). In this study, it is used in the same sense, or more specifically, as a measure of one’s performance.

Bilingual Education. This refers to the use of two languages in a formal educational system (UNESCO, 2010). In this study, this refers to the two official languages used in teaching-learning interaction, and that were the Filipino and English.

Curriculum. It is a teaching plan, content and instructional materials for an education program (cited by Ball, 2010). In this study, this refers to the learning content of the pupils throughout the school year from kindergarten to Grade 12 contained of K-12 curriculum.

Medium of Instruction. This refers to the language used in teaching. The medium of instruction is usually an officially recognized languages, such as Filipino and English. In this study, it refers to language(s) being taught and applied to help facilitate the learning process.

. Multilingual Education (MLE). This is a formal use of more than two languages for literacy and instruction. This begins with developing L1 and gradually adding other languages (UNESCO, 2010). Multilingual Education often includes the L1, the national language, and a language of a wider communication (Burton, 2013). In the context of this study, the language includes Meranao, Filipino and English.

Pupils. In this study, they are referred to as the recipients of Mother Tongue-Based instruction.

Theoretical Framework

The most effective theoretical framework will depend on the specific research questions and objectives. It is likely that a combination of these frameworks will be necessary to provide a comprehensive understanding of the challenges faced by Meranao teachers in implementing MTB-MLE. For example, a combination of sociocultural theory and language policy and planning could be used to examine the relationship between language use, cultural identity, and policy implementation.

By carefully selecting and applying a relevant theoretical framework, this research can contribute to a deeper understanding of the challenges and opportunities of implementing MTB-MLE in the Philippines and potentially inform strategies for improving its effectiveness.

Statement of the Problem

Methodology

Research Design

This study used the descriptive method of research which is fact-finding with adequate interpretation. It is something beyond just data-gathering but the present facts are also involved.

Research Locale and Respondents

 The study was conducted at Lanao del Norte it is situated in Northern Mindanao, along the northwest and southwest coast of the Mindanao Island. Its boundaries include Iligan Bay on the North, the provinces of Lanao del Sur and Bukidnon to the East, Illana Bay and the Celebes Sea to the South and Southwest, and the province of Zamboanga del Sur and Panguil Bay to the West, with the province of Misamis Occidental on the opposite side of Panguil Bay. The research subjects of this study are the elementary teachers from selected public schools in the Lanao del Norte. Specifically, the researcher will select 100 teachers through convenient sampling. They were given the corresponding questionnaires to gather accurate information.

Research Instruments

The researcher made use a self-made questionnaire, written primarily in English, as an instrument in gathering data and information needed in the study. A questionnaire gathers data faster than any other method. Besides, the respondents could read and answer the questionnaires with ease.

The questionnaire was composed of two parts. Part I is aimed to gather information on the respondent’s personal profile such as age, gender, religion, academic status. Part II dealt with the respondents’ responses about the Difficulties and strategies in the Implementation of Mother Tongue as Medium of Instruction met by Meranao Teachers.

Data Gathering Procedure

The primary data was taken from the responses of respondents through questionnaire that was distributed and collected by the researcher themselves among the selected elementary teachers and a follow-up interview of some relevant information from them. In addition, the data gathered focused on the level of knowledge of the respondents regarding the implementation of the Mother Tongue-Multilingual Education (MTB-MLE) policy. The instructional materials used by the teachers, the preferred medium of instruction of the teachers, the challenges faced by the teachers in using mother tongue as medium of instruction, and the recommendation of the teachers for the improvement of the implementation of the said policy.

Statistical Tools Used

The data collected was analyzed purely descriptive in nature. A tabular presentation used that includes the frequency and percentage columns in analyzing the data. Frequency percentage and rank distribution were utilized in tabulating and analyzing the data.

References

The study references a wide range of sources, including academic articles, journals, and research papers that aims to contribute to the ongoing discussion of MTB-MLE challenges, specifically addressing the unique experiences of Meranao teachers in Lanao del Norte, and exploring the implications for language revitalization, student learning, and educational equity.

DOI 10.5281/zenodo.13961110 

Abstract

This study explored the challenges in teaching and learning using a quantitative approach at Youjiang Medical University for Nationalities in Guangxi, China, involving 60 teachers. It assessed English teachers' competency in the deep approach, finding an overall mean score of 3.02 (“satisfactory”) for preparation and 3.47 (“practiced”) for implementation. While most teachers demonstrated competence, certain areas need improvement. Training frequency significantly influenced teaching performance. Over one-third of teachers reported challenges with classroom management, evaluation criteria, time constraints, and technology limitations. The researcher proposed a two-part action plan to enhance teachers' deep approach practices and support classroom culture, offering a reference for other institutions.

Keywords: Deep Approach; Deep Learning; Instructional Plan; Educational Management

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DOI 10.5281/zenodo.13962126 

Energy is the lifeblood of human civilization, an invisible force that powers our homes, fuels our industries, and drives the progress of society. Without access to dependable and cost-effective energy sources, both communities and individuals encounter substantial obstacles in fulfilling their fundamental requirements. However, as the world is facing a growing energy demand as populations increase and economies develop, there is a rising need for reliable and affordable energy sources. However, traditional methods like fossil fuel combustion contribute to climate change and environmental degradation. (International Energy Agency, 2021). In the context of the Philippines, the country's energy supply is heavily reliant on fossil fuels, particularly coal, which is expected to decline over time due to depletion of resources. According to the Philippine Energy Plan 2017-2040, the share of coal in the country's energy mix is expected to decline from around 45% in 2020 to around 30% by 2040 (DOE, 209)

     With this, biomass residue is an organic material that are no longer needed for their original purpose and are considered waste that gained increasing attention as a potential source of renewable energy production due to its abundant availability and potential to reduce greenhouse gas emissions (EUBIA, 2019). Based on the report by Department of Energy (2019), Philippines generates around 14.3 million metric tons (MT) of biomass waste annually. In connection to this, agriculture industry is one of the major contributor of the biomass waste that generated around 46.3 million metric tons (MT) that includes crop residues, animal manure, and other agricultural by-products, followed by 24.4 million (MT) of municipal waste that collected in household, commercial, and institutional waste as well as 15.5 million (MT) of industrial waste obtained from various industrial processes, such as manufacturing, mining, and construction which poses environmental and health risk especially if its remain untapped and neglected. Despite the widespread availability and unlimited access to biodegradable biomass as a potential source of biogas, the production of bioenergy presents significant challenges due to the lack of viable technologies for large-scale consumption, especially in rural areas. This is noteworthy considering that biogas, derived from the anaerobic digestion of organic matter, holds promise as a renewable and sustainable energy source. However, the inadequacy of suitable technologies and infrastructure in rural areas acts as a substantial barrier to the widespread adoption of biogas as a viable energy source. Consequently, many rural communities continue to rely on traditional and often hazardous methods of cooking and heating which can result in health issues, increased expenses, and environmental difficulties.

   Thus, this study aims to utilize the different biomass residue as an alternative source of biogas energy through anaerobic digestion and evaluate its other potential use in sustaining energy production.

DOI 10.5281/zenodo.13970140 

In today’s fast-paced world, it is important to keep our education flexible and adaptable so that it follows the ever-changing engagement and efficiency of the student. Brisk teaching is a quick, dynamic instructorship proposition that promises to increase both activity and venture in the classroom. As schools struggle to accommodate the diversity of technologies and different learner needs, this approach is gaining currency among educators seeking to maintain high standards of teaching.

The principle of brisk teaching is based on the hypothesis that lessons should be shorter and more focused; therefore, bankers' attention will remain and information will be better retained. Wandering minds and disengaged students are the norm with traditional long-winded lectures. Brisk teaching is a slower, opus magnum style of teaching, characterized by rapid transitions and alternating instructional strategies that hold students engaged.

Studies say that students' attention spans are shrinking—and a big factor may be the reach of technology and social media. In response—brisk teaching blends interactive parts: quick quizzes, group discussions, and multimedia presentations. These components break the monotony of what exactly is conventional teaching, totally making learning more interesting and effective.

Brisk teaching also conforms to modern educational psychology, which insists on active learning. Active participation in the learning process can make students remember and understand the material. Quick peer teaching segments, where students explain concepts to each other, are examples of productive use of technology—they help students reinforce and remember the subject matter.

Brisk teaching, and indeed any type of rapid implementation, is contingent on care, planning, and adaptability from educators. To make learning occur effectively, the lessons must design a small variety of activities for different learning styles. We want our environment to be so that our students are always engaged and motivated to learn. Finally, educators should be reactive to students’ needs, adapting the pace of the activities—and sometimes even the content—in response to real-time feedback.

Brisk teaching holds promise to increase engagement and minimize the draw of time in the classroom. Quick-paced, diverse instructional strategies may be used by educators to build a dynamic learning environment and hold student interest. Yet, as the education landscape continues to evolve, brisk teaching is a valuable approach to back through the challenges of up-to-date education.

DOI 10.5281/zenodo.13970704 

Abstract

This study described the lived experiences of Junior and Senior High School teachers in Masbate City Division regarding performance evaluations before and during the pandemic. A phenomenological approach was adopted wherein 17 proficient teachers were interviewed regarding their practices, challenges, and coping mechanisms for four successive school years: 2017-2018, 2018-2019 (pre-pandemic) and 2019-2020, 2020-2021 (pandemic). The results showed that there was an aggregated rating of "Very Satisfactory" for the school year 2017-2018 and "Outstanding" ratings in the subsequent years. Critical practices represented benchmarking, educative workshops, evaluative techniques, community service, and seeking technical support. Issues seen by the teachers included competing responsibilities, insufficient capacity building, poor parental involvement, and limited measurement of student outcomes. The coping mechanisms involved self-advocacy, seeking help, meeting responsibilities, and liaising with relevant stakeholders. These experiences have been put together in a localized primer covering each stage of the RPMS cycle: objectives, forms needed, and suggestions. And still, despite the pandemic, exceptional ratings prevailed due to the hardiness of teachers and the awareness of the school heads. The study revealed that school heads should determine the needs of teachers first before assigning training and seminars and that raters and teachers should have a close collaboration in formulating strategies for improvement

Keywords. Performance Evaluation, Teacher Coping Mechanisms, Assessment and Evaluation,

Pandemic Education Challenges, and RPMS (Results-Based Performance Management System).

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DOI 10.5281/zenodo.13971345 

Abstract

The COVID-19 pandemic significantly disrupted education, exacerbating pre-existing learning gaps and highlighting the limitations of remote learning, particularly in under-resourced contexts. In response to these challenges, this action research focuses on improving the academic performance of Grade 9 students in Science through the use of Worksheets on Intentional Reflection (WIRe). WIRe is an intervention designed to enhance students’ understanding of core scientific concepts by fostering reflective thinking after each lesson.

The study addresses the gap in prerequisite knowledge, specifically in chemistry concepts such as atomic structure and chemical behavior, which are foundational for Grade 9 topics like the Quantum Mechanical Model and compound properties. By employing WIRe, this research aims to close the knowledge gap and increase academic performance and engagement.

Forty Grade 9 students from Agoo National Vocational High School were divided into control and experimental groups. The experimental group utilized WIRe, while the control group followed traditional assessment methods. Pre-tests and post-tests were administered to both groups to measure the effectiveness of WIRe. Additionally, the study explored students' experiences with WIRe and its impact on their engagement levels.

Data were analyzed using frequency counts, mean, percentage, standard deviation, and Pearson r Moment Correlation to assess both academic performance and engagement. The results revealed that students in the experimental group demonstrated higher levels of engagement and improved performance compared to the control group. Specifically, the experimental group showed a significant increase in highly engaged learners, as well as enhanced comprehension of complex scientific concepts.

This study concludes that the use of WIRe as a reflective practice can be an effective tool in narrowing learning gaps and increasing academic performance in Science 9. By promoting intentional reflection, WIRe fosters deeper understanding and sustained engagement in the learning process, offering a potential solution to ongoing educational challenges in post-pandemic settings.

Keywords: Intentional Reflection, Learning Gap, Academic Performance, Engagement Level, Science Education

DOI 10.5281/zenodo.13982448 

Having a strong foundation in partnership can significantly impact the lives of our learners. The emergence of pedagogical concepts of partnership as a source of trust in fostering closer relationships during counseling has sealed the way for various methods in counseling programs.

Trusting relationships with clients lead to more accurate and comprehensive counseling based on genuine information shared by them. Cheung (2019) described community engagement through 'deliberative democracy' as a crucial tool in building trust. For instance, a couple seeking advice regarding their rebellious adolescent son can receive a more effective resolution if both parents actively collaborate with the school adviser. This collaboration involves sharing problems encountered during the child's earlier years, leading up to his current state of being difficult and disoriented. Issues that are both mental and experiential should be disclosed to apply appropriate methods tailored to the young man's developmental stage. Thus, deliberative democracy refers to the proactive involvement of concerned individuals or immediate family members who seek recommendations or solutions to life challenges.

How do we create partnerships with the parents of our learners? For me, partnership involves key factors such as trust, confidence, and empathy. Trust builds confidence, which can be gained through constant dialogue and communication. Empathy should be demonstrated by listening, consistent probing, and showing approval. It is essential to spend sufficient time with parents and learners to truly understand their situations and put oneself in their shoes. When parents trust the classroom advisor, openness will come more easily, and confidentiality will be established.

Furthermore, three key guiding principles can be derived from partnership: respect, reciprocity, and shared responsibility (Cook-Sather and Felten, 181). Reciprocity is a balanced give-and-take relationship, demonstrated through the sharing of experiences and insights. Healey et al. (2014, pp. 14-15) expanded on the values that foster partnership, which include trust, courage, plurality, responsibility, authenticity, honesty, inclusivity, reciprocity, and empowerment.

The Students as Partners (SaP) model can be highly beneficial in the field of counseling. This philosophy combines various practices and possibilities, offering clients or parents unique opportunities to propose their own solutions to challenges related to their family or studies. It functions as a collaborative approach that simplifies decision-making.

Conclusion 

It is a relevant aspect of a life educator’s work to practice eclectic pedagogical concepts of partnership as a source of trust in fostering closer relationships during counseling. This approach has paved the way for developing various methods in counseling programs.

Works Cited

Cheung, Alexander, Including everyone but engaging no one? Partnership as a Prerequisite for  Trustworthiness, The American Journal of Bioethics, 18:4, 55

57, DOI: 10.1080/15265161.2018.1431711, 2018

Matthews, Kelly, Alison Cook-Sather, Anita Acai, Sam Lucie Dvorakova, Peter Felten,        Elizabeth Marquis, Lucy Mercer-Mapstone. Toward theories of partnership praxis: an   analysis of interpretive framing in literature on students as partners in teaching and learning. Higher Education Research & Development 38.2: 280-293., 2019

Reflection, Learning Gap, Academic Performance, Engagement Level, Science Education

DOI 10.5281/zenodo.13982659 

Introduction

The Philippines Science Curriculum envision every Filipino learner to become a participative and globally competitive member of the society. It promotes scientific literacy through a comprehensive understanding of science concepts and acquisition of science process skills. However, the perception of students toward subjects as one of the difficult subjects together with its abstract nature contribute to the declining interest and performance of the students. Presently, intervention programs and the utilization of manipulatives are becoming vital solution in addressing the academic need of the students.

Methods

This action research employed a developmental-experimental research design that aimed to develop intervention materials and test its effectiveness. Four interactive board games were developed by the researcher and were manipulated by 30 Grade 8 struggling students during the intervention program.

Purposive sampling was utilized to identify the participants in the intervention program, but random sampling was used in assigning the participants in three groups. Modular and peer tutoring were given to the students assigned as positive control group. Students assigned in the negative group were asked to study the topics by their own pace. Student in the experimental group were given additional task to play the science board games in the end of the session.

To determine the effectiveness of the SCIBORG as an intervention material, a validated teacher-made test was administered before and after the intervention program. The data in the pretest and post-test were collected and analysed statistically.

Results and Discussion

The result showed that there was a significant difference on the test scores obtained before and after the intervention program between the control and experimental groups. Moreover, the results of the post test among the three groups revealed that there was significant difference and showed that the group that utilized the science board games gained the highest score.

Conclusion

These findings provide substantial evidence that SCIBORG was effective as an intervention material, enhancing the learning outcomes of the students and engagement in science education. This success underscores the potential of innovative educational tools in improving academic performance and fostering a deeper understanding of scientific concepts

DOI 10.5281/zenodo.13985104 

Introduction

Science Education aims to develop scientific literacy and understanding of basic concepts among learners. However, declining performance in science subjects is linked to factors such as inadequate laboratory facilities, modern technology teaching, and students' lack of interest. Science is perceived as abstract, making it difficult for students to understand. The Education Act of 1982 mandates competent instruction and accountability for students' development. School administrators and teachers must ensure equity by identifying student needs and providing extensive knowledge. Teachers should constantly innovate their instruction and choose appropriate materials and strategies to improve student achievement. Intervention programs can alleviate factors contributing to student performance and increase curiosity and interest in the subject.

The Science Interactive Learning and Intervention Program (SILIP) is a constructivist learning approach that encourages students to engage in activities that stimulate curiosity and experiential learning. It uses strategies like whole class discussions, group work, and peer tutoring, and emphasizes the role of Science teachers.

Method

The researcher used a descriptive-experimental method to study the factors affecting the performance of Grade 8 students in Pililla National High School's Science program. The study involved purposive sampling and item analysis of the first quarter examination. The study focused on students with grades below 75 and identified struggling students. A proposal and action plan were submitted to the principal, and orientation was conducted with parents and students. The program was implemented with the cooperation of Grade 8 Science teachers. The study used mean and T-test for dependent sample to determine the impact of the program on student performance.

Results and Discussion

The study reveals that grade 8 students' performance before and after the implementation of the Science Interactive Learning and Intervention Program (SILIP) was significantly improved. Pretest results showed a higher performance in Science topics, while post-test results showed a higher performance. The calculated T-value, which is less than the significance level of 0.05, rejects the null hypothesis.

Conclusion

The Science Interactive Learning and Intervention Program (SILIP) significantly improved the performance of Grade 8 students, resulting in increased test scores. The program's interactive approach, including hands-on activities and personalized learning experiences, made science more accessible and interesting, retaining students' attention and deepening their comprehension. The success of SILIP highlights the importance of targeted intervention programs in addressing educational challenges and demonstrating that with the right tools, learning barriers can be overcome and academic outcomes can be enhanced.

DOI 10.5281/zenodo.13985125 

The integration of computers in the educational system in the Philippines is gaining momentum, with robots becoming more prevalent worldwide. Project IMPACT (Introduction to Arduino and Mobile Application Development for Students and Teachers) focused on computer programming, robotics, and mobile app creation to encourage students to enhance their skills in Robotics and Automation. Launched in 2019-2020, the program was implemented for three consecutive years at Pililla National High School during the pandemic.

Despite challenges such as limited resources and sudden changes in class schedules, the project team adapted and adapted to the new normal setup. The school participated in a virtual robotics competition this year, showcasing the tangible outcomes of their learning and potential impact on their future careers.

The opening of classes is considered as the most challenging part of  school year 2020 – 2021 not only for the Project team but for the entire education sector. COVID-19 had brought sudden changes on the timetable of the various activities connected to meeting  the target objectives. However, the continuous brainstorming and exchange of ideas led the team to come up with different strategies and started adapting the new normal setup, leveraging technology as an advantage for the project’s implementation. Moreover, this year marked the school’s first participation in a virtual robotics competition, which served as a test of the project’s effectiveness.

The project team initiated a proactive approach by inviting stakeholders and submitting a detailed proposal to the division office, securing additional resources and support. This strategic move not only outlined the project's achievements and future goals but also fostered a sense of ownership and collaboration, ensuring the project's continued success and benefiting more students and reinforcing STEM education's importance in the learning community.

The success of Project led to the launch of Project UPGRADE, a robotics training initiative aimed at expanding its reach and impact. The initiative aims to make training more accessible and inclusive, inspiring more students to pursue robotics and STEM fields. It also emphasizes community involvement, partnering with local businesses, educational institutions, and community leaders for resources, mentorship, and advocacy.

Despite the promising start, Project UPGRADE faces several challenges that need to be addressed to achieve its full potential. One significant gap is the insufficient number of robotics kits available for training. To overcome this, the project team is actively seeking additional funding and donations to purchase more kits and exploring cost-effective alternatives and innovative solutions.

Another critical area that requires attention is the lack of a comprehensive robotics curriculum. It ensures that students acquire the necessary knowledge and skills at each stage of their training. The project team is currently working on developing a curriculum that aligns with educational standards and industry requirements. They are collaborating with educators, robotics experts, and curriculum developers to create a robust framework that covers fundamental concepts, advanced techniques, and real-world applications.

DOI 10.5281/zenodo.13985133 

The infrastructure of a school plays a critical role in shaping students' learning experiences, overall academic performance, and well-being. School infrastructure serves as the foundation upon which educational outcomes are built. The physical environment, resources, and facilities available in a school significantly impact student engagement, academic achievement, and overall school performance. Several key factors highlight the importance of school infrastructure in contributing to school performance:

1. Physical Environment: A well-maintained and conducive physical environment is essential for creating a positive learning atmosphere. Schools with adequate classrooms, libraries, laboratories, and recreational spaces provide students with the necessary facilities to engage in effective learning activities. A safe, clean, and comfortable physical environment can enhance students' focus, motivation, and overall well-being, ultimately influencing their academic performance. A well-designed and functional school environment can enhance student motivation and focus.

2. Technology and Resources: Access to modern technology, up-to-date resources, and educational materials is crucial for supporting teaching and learning processes. Schools equipped with computers, internet connectivity, educational software, and other technological tools offer students opportunities to engage in interactive learning, research, and collaboration. Adequate resources enable teachers to design innovative lessons, tailor instruction to individual student needs, and facilitate a more engaging and effective learning experience.

3. Safety and Security: School infrastructure that prioritizes safety and security creates a conducive environment for learning. Proper safety measures, such as secure building structures, emergency response protocols, and surveillance systems, help ensure the physical well-being of students and staff. A safe and secure school environment fosters a sense of trust, comfort, and stability, which are essential for students to focus on their academic pursuits and succeed in their learning endeavors.

4. Comfort and Health: School infrastructure that promotes physical comfort and supports students' health and well-being can have a positive impact on academic performance. Facilities with proper ventilation, heating, and lighting contribute to a comfortable learning environment that enhances students' concentration and overall mood. Additionally, access to nutritious meals, clean water, and appropriate health services within the school premises can improve students' physical health, attendance rates, and academic outcomes.

5. Community Engagement: School infrastructure can also serve as a hub for community engagement and collaboration. Schools that offer multipurpose spaces for community events, parent-teacher meetings, and extracurricular activities foster strong connections between school, families, and the wider community. Such community engagement initiatives create a supportive and inclusive school culture, strengthen relationships among stakeholders, and contribute to a positive school climate that enhances student performance and overall well-being.

In essence, school infrastructure plays a vital role in shaping the learning environment, resources available to students, and overall culture of a school, all of which contribute to student engagement, academic success, and school performance. By investing in high-quality facilities, technology, safety measures, health resources, and community partnerships, schools can create an environment that nurtures academic success, fosters student growth, and promotes a culture of learning excellence. Prioritizing school infrastructure as a key component of education ensures that students have the resources, support, and opportunities they need to thrive, succeed, and reach their full potential.

DOI 10.5281/zenodo.13995816 

Introduction

Abstract: This study aimed to determine the effectiveness of different techniques in Teaching

Geometry for Grade 7 learners at Abuyod National High School, School Year 2018 – 2019. This study made use of the experimental method utilizing single-group, pretest and posttest design and descriptive-evaluative method to determine and assess the effectiveness of the different techniques in teaching Mathematics like games, manipulative, real-life application and technology device with respect to different lessons specifically angle and angle pairs, polygons and circles. The statistical tools used were the mean and standard deviation to determine the level of performance of the respondents before and after exposure to the different techniques, dependent t-test was used to know the significant different on the level of respondents before and after exposure to the different techniques with respect to the different lesson and One-Way Analysis of Variance (ANOVA) was used to know the significant different on the level of respondents after exposure to the different techniques. Descriptive-discussion was utilized in determining the assessment of teacher and learner respondents on the effectiveness of the different techniques in terms of accuracy, appropriateness, efficiency, completion of task and usefulness. The findings of the study revealed that the mean scores after exposure were higher than the mean scores before exposure of the groups of respondents to the different teaching techniques. The level of performance of the respondents before and after exposure to the different techniques was found to be significantly different with respect to the different lessons in Geometry. Based on the findings of the study, the paper concluded that the different techniques in teaching such as games, manipulative, real-life application and technology device improved the performance of the learners. Likewise, the teacher and learner-respondents assessed the different techniques in teaching Mathematics as accurate, appropriate, can complete the task, efficient, and useful as summarized in their answers in the interview.

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Teaching is more than just a profession; it's a calling that requires a deep-rooted passion and a genuine love for shaping young minds. It's a work of heart that involves more than just imparting knowledge; it's about nurturing souls, inspiring dreams, and fostering a lifelong love of learning.

A Commitment to Care

Teachers are more than educators; they are mentors, role models, and confidantes. They create a safe and supportive environment where students feel valued and encouraged to explore their full potential. Teachers invest their time, energy, and emotions into their students' growth, forming lasting bonds that can have a lasting impact on their lives.

A Passion for Learning

Teaching is a continuous journey of learning and growth. Effective teachers are lifelong learners who are constantly seeking new knowledge and innovative teaching strategies. They are passionate about their subjects and share their enthusiasm with their students, inspiring them to develop a curiosity for the world around them.

A Belief in the Power of Education

Teachers believe in the transformative power of education. They understand that education is not just about acquiring knowledge; it's about developing critical thinking skills, problem-solving abilities, and a lifelong love of learning. Teachers work tirelessly to equip their students with the tools they need to succeed in school and in life.

A Dedication to Making a Difference

Teaching is a demanding profession, but it is also incredibly rewarding. Teachers have the unique opportunity to make a positive difference in the lives of their students and their communities. They inspire future generations, shape the course of history, and contribute to the betterment of society.

Teaching is a work of heart that requires dedication, passion, and a deep commitment to making a difference. It is a profession that offers countless opportunities for growth, fulfillment, and a lasting impact on the world.

DOI 10.5281/zenodo.14028887

Teaching is a noble profession that shapes the minds of future generations, but for educators stationed in far-flung areas, the journey is both demanding and uniquely rewarding. These unsung heroes play a crucial role in providing education to remote communities, often facing a myriad of challenges while leaving an indelible mark on their students' lives.

Isolated from the conveniences of urban life, teachers in far-flung areas encounter a range of hardships. Limited access to basic amenities such as electricity, clean water, and proper sanitation can make daily life a struggle. The lack of modern infrastructure can also impede communication, making it challenging to stay connected with family and friends. Additionally, the scarcity of educational resources and teaching materials can hinder effective instruction.

Despite these hurdles, teachers in remote regions find themselves immersed in unique cultural experiences. They become part of the close-knit community they serve, gaining a deep understanding of local customs, traditions, and dialects. This cultural exchange enriches their perspective and broadens their horizons, contributing to their personal growth.

One of the most significant challenges faced by teachers in far-flung areas is the limited professional development opportunities. Without easy access to workshops or training programs, they often rely on their own resourcefulness and creativity to enhance their teaching methods. This adaptability cultivates resilience and innovative thinking, qualities that are essential for success in any profession.

The impact of these teachers is profound. They not only impart knowledge but also instill a sense of hope and aspiration in their students. Many of these educators become role models, inspiring their pupils to dream beyond the confines of their remote surroundings. The relationships forged between teachers and students often extend beyond the classroom, fostering a sense of unity and camaraderie within the community.

In recognition of their dedication, various organizations and governments have taken steps to support teachers in far-flung areas. Initiatives such as providing better housing, improving infrastructure, and offering incentives like hardship allowances aim to alleviate some of the challenges they face.

The life of a teacher in a far-flung area is a testament to the power of education and the unwavering commitment to shaping a brighter future. While their journey may be arduous, the rewards they reap in terms of personal growth, cultural immersion, and the positive impact on students' lives make it a truly remarkable vocation. As society continues to evolve, let us not forget the invaluable contributions of these educators who bring the light of knowledge to the farthest reaches of our world.

DOI 10.5281/zenodo.14029529

ABSTRACT

This study was created to be a basis for fake detection guide for schools, which standardized steps/procedures will created to identify false information and disinformation and to solve the research gap that our citizens to be more responsible and cautious in creating, distributing, or sharing news. The study used descriptive research utilizing a qualitative approach. Hermeneutical Phenomenology was used as a qualitative approach. A purposive sampling was used in determining the target population of five (5) teachers and five (5) students. The data was collected using the following: (1) an open-ended question and (2) focus-group discussion among student and teachers. The researcher had been carefully taken steps to ensure the respondent’s privacy and anonymity, the use of their names that will be used in any written or oral presentations resulting from the study will be in their approval and only limited number of teacher researchers could access the identity of each participant. Each participation was fully voluntary and with their full consent. The data were analyzed using TRIANGULATION for the reasons why students and teachers used social media as source of information. Based on the findings and conclusions, majority of the people nowadays are often victimized by this misinformation which found in social media like social pages, clickbait, phishing site, and unanimous links and Social media is a valuable tool for people to get instant news, fetch or retrieve information easily, easy communication but sometimes for spreading misinformation and lastly, Personal responsibility and government initiatives to control the spread and filtering of misinformation and disinformation. The recommendations emphasize the importance of critical literacy in school programs, encouraging students to identify, report, and report misinformation, and promoting "Think Before You Click" and collaborating with government and social networking companies to combat disinformation.

REFERENCES:

Carlos, Ruth Abbey (2022) An article about Join gov't in fighting fake news: PBBM. https://www.pna.gov.ph/articles/1182760 (Date Retrieved: September 12, 2022)

Fourie, Letitia Engela (2015) The role of social media as an information source in the decision making of students when selecting a university, University of South Africa, Pretoria, http://hdl.handle.net/10500/19071

Hetler, Amanda (2022) 10 ways to spot disinformation on social media. https://www.techtarget.com/whatis/feature/10-ways-to-spot-disinformation-on-social-media. (Date Retrieved: September 10, 2022)

Paano masasabing 'fake news' ang nakikita sa social media? | DZMM. ABS-CBN News. https://www.youtube.com/watch?v=YY4h2xidVd0 (Date Retrieved: September 12, 2022

Short Essay Wring Service. Why social media is Important. https://sourceessay.com/why-social-media-is-important-in-education/ (Date Retrieved: September 10, 2022)

Shyrokykh, Karina (2018) Fake news on social media: Whose responsibility, is it? https://www.ericsson.com/en/blog/2018/11/fake-news-on-social-media-whose-responsibility-is-it (Date Retrieved: September 10, 2022)

Ohio University Guide to Misinformation and Fact-Checking. https://onlinemasters.ohio.edu/masters-public-administration/guide-to-misinformation-and-fact-checking/ (Date Retrieved: September 10, 2022)

DOI 10.5281/zenodo.14030095 

Academic employment in higher education institutions is becoming tougher and more expensive today than before. There was a time when a fresh graduate in college could be hired easily in colleges and universities, and can start practicing their profession while waiting for their professional licensure examination. However, in my experience in the recruitment and selection process at the University, I noticed that most applicants are not only licensed professionals but are already master’s degree holders. I think employment in the academe has become more and more focused on credentialism. It means that there is a substantial emphasis and realization on academic qualifications in the hiring and promotion of workers in the academe. Though this practice creates a sort of social inequalities in opportunities and additional costs, we cannot deny the advantages this gives contemporary applicants and workers alike. Investing in a vertically aligned graduate degree is undoubtedly a positive leverage for future employment and promotion. Allow me to explain the general advantages of having a graduate degree before you apply for teaching in higher education institutions.

First, having a graduate degree is an edge in the hiring process. In a sea of opportunities, an edge is always a good advantage. It is not a hidden fact that an edge matters and even if you search it on the internet the common questions asked in an interview, one of the results will be – “What is your edge among other applicants?”. There's always that emphasis on edge because the number of applicants and the competition are high. Where there is a tight competition in our actual performance especially in the teaching demonstration, we look at our credentials where we can find other aspects we can excel or take advantage and we amplify this during our interview engagement. I acknowledge that academic qualifications do not have a monopoly when it comes to an edge. However, having a graduate degree while applying for teaching positions in colleges and universities will always generate substantial points in the ranking. Why? This is because a graduate degree is part of the employment norm in higher education institutions. And this brings us to the second important advantage of having a graduate degree.

Second, a graduate degree is part of the minimum standards for admission to the higher academe. As I have previously pointed out a graduate degree is part of the employment norm in higher education institutions. As early as 2016, the Civil Service Commission (CSC) amended its Memorandum Circular (MC) No. 10, series of 2012 through CSC MC No. 22, s. 2016 setting the education requirement for faculty positions in state universities and colleges (SUCs) and local universities and colleges (LUCs). The amendment states that “The education requirement for the following faculty positions/ranks in SUCs and LUCs is a master’s degree in the area of specialization or its allied courses based on the CHED Memorandum Orders (CMO) on the policies, standards, and guidelines of the subject course:… [emphasis supplied]”[1]. This means that an applicant with just earned units in a master's degree is not an advantage or guarantee for employment except in cases where there is a dearth in the pool of applicants’ credentials where one can be appointed on a temporary Plantilla basis. But we have to be reminded that a temporary Plantilla bears no right to security of tenure. The Supreme Court in the case of Ong vs. Office of the President et al. citing Carillo vs. Court of Appeals clearly states that "one who holds a temporary appointment has no fixed tenure of office; his employment can be terminated at the pleasure of the appointing authority, there being no need to show that the termination is for cause."[2] Furthermore, temporary employment is only given five years to comply with the minimum standards but is required to be renewed annually. However, where there is already a qualified person for the position, the temporary Plantilla will be terminated in favor of the qualified person even if the five years haven’t yet expired. Even in the promotion process, the first earned master’s degree will not be considered primarily because it is a basic requirement for admission in the entry faculty position or rank. This explains how crucial is a graduate degree in employment in higher education institutions.

Lastly, it assures professional growth and development thus manifesting an enhanced performance. It is an accepted fact that pursuing a master’s degree requires extensive discipline and stamina to complete it, but the learning experiences will upscale the skills that are important in both professional and personal lives. These skills include critical and analytical thinking, time management, and presentation skills that are essential in applying for work and in the actual workplace. In my actual experiences and observations during the teaching demonstration and panel interview, I cannot help but notice differences between a master’s degree holder and a non-holder. Though not always the case, the advantages of having an advanced education in one’s specialization will further sharpen and refine one’s expertise and be able to identify responsive andragogy in curriculum delivery in higher education.

Truly, the value of having a graduate degree in modern academic employment in higher education institutions can never be disregarded. With promising employment security, compensation packages, and responsive academic freedom in the higher academe, one may be motivated to pursue such employment or consider transferring from present employment to academic employment in higher education institutions. But before we consider applying for academic employment in higher education institutions, we have to go to the basics first and one of these basics is an earned graduate degree.

DOI 10.5281/zenodo.14030146

[1] Item 1, CSC MC No. 22, s. 2016

[2] Ong vs. Office of the President et al., GR. No 184219, January 30, 2012

Introduction

Instructors play a critical role in students' lives, serving as role models and motivators in the educational process. Their effectiveness directly impacts students’ learning and success, as they organize lessons, teach problem-solving skills, and provide guidance. For education to thrive, instructors must demonstrate commitment and effectiveness, which include engaging teaching methods, monitoring progress, and creating a supportive learning environment. This study focuses on exploring instructor effectiveness and their commitment to their profession. Drawing from Freire's perspective on teaching, the study aims to identify key areas of instructor effectiveness to improve teaching quality, and ultimately, student outcomes.

The institution under study is a government vocational and technical college in Sichuan province, China. This research investigates how instructor effectiveness and commitment influence student success, using students' perceptions as a primary measure. The study also aims to explore the connection between instructor effectiveness and professional commitment, with a goal to enhance teaching practices and support lifelong learning.

By examining these aspects, this research seeks to provide insights and recommendations to foster effective teaching strategies and strengthen the professional commitment of instructors. This will help educators adapt to evolving educational demands and better prepare students for future challenges.

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“Pino, gising na. Magdidilig ka pa ng mga pipino bago pumasok sa paaralan. “

Iyan ang laging maririnig sa loob ng bahay nina Aling Pina tuwing umaga. Kukurap at kikisap muna ng mga mata si Pino. Pagkatapos, magdadasal muna siya ng pasasalamat sa Panginoon sa bagong araw na ibinigay sa kaniya saka mag-ayos ng kanyang higaan.

Bumaba siya at pumunta sa kanilang gulayan. Maraming tanim na mga gulay ang kaniyang ina katulad ng papaya, kalabasa, mustasa at patola. Mayroon ding sitaw at bataw. Marami ring petsay at kintsay. Namumulaklak na rin ang mga talong na itinanim sa loob ng gulong. Ang pinakapaborito niya ay ang mga pipino na punong-puno ng bunga malapit sa puno ng kaimito.

Kailangan niyang madidiligan ang mga halaman lalong-lalo na ang mga pipino bago pumasok sa paaralan. Masaya niya itong ginagawa sa araw-araw para makatulong sa kanyang pinakamamahal na Nanay Pina.

         Iyan si Pino. Likas ang pagiging mabait at matulungin sa kanilang bahay. Panganay siya sa tatlong magkakapatid. Maaga silang naulila ng kaniyang Tatay Pilo dahil sa sakit sa puso. Nasa ika-anim na baitang na siya ngayon. Sa murang edad, siya ay namulat sa kahirapan sa buhay. Kapiling niya ang kanyang nanay Pina at dalawang kapatid na babae na sina Pia at Pima. Si Pia ay pitong taong gulang at nasa unang baitang

samantalang ang bunsong si Pima ay limang taong gulang. Nakatira sila sa isang maliit na bahay malapit sa kanilang paaralan.

         Pagkatapos niyang magdilig ng mga gulay ay dali-dali siyang naligo at nagbihis ng kanyang uniporme.  Sabay-sabay silang kumain ng agahan saka gumayak na papunta ng paaralan.

“Pino anak, huwag mong pababayaan ang kapatid mo ha,” habilin ng kanyang ina.

“Opo inay, hindi ko po pababayaan si Pia,” magalang na sagot ni Pino.

“Yung pipino pala anak dalhin mo na lang at ibigay kay Sir Suarez, order niya iyan. Sabihin mo Php 50.00 iyan, isang kilo,” pahabol ng kanyang ina.

“Opo, inay. Aalis na po kmi.”

Masayang lumakad ang magkapatid na Pino at Pia papuntang paaralan. Inihatid muna niya si Pia sa kanyang silid-aralan bago pumasok sa kanyang klase.

“Oy! Pino ano ‘yang dala mo?” tanong ng kanyang kaklase na si Oscar.

“Naku! Syempre pipino yan,” sagot naman ni Carlos.

“Ah, kaya pala siguro Pino ang pangalan mo kasi marami kayong pipino,” dugtong pa ni Oscar.

“Pino,pipino! Pino, pipino!” sambit ni Oscar habang papasok sa silid-aralan. Nakaramdam ng lungkot si Pino sa araw na iyon. Matamlay siyang umuwi sa  kanilang bahay ng hapong iyon. Napansin ito ng kanyang nanay Pina.

`       “Pino anak, bakit ka malungkot?” nag-aalalang tanong ng kanyang ina.

“Kasi Inay kanina sa iskol tinutukso ako ni Oscar dahil sa pipinong dala ko,” pahayag ni Pino.

“Naku! anak huwag kang mag-isip nang ganyan. Mabait yang si Oscar na anak ni Mareng Lagring,” sagot ng kanyang ina.

Napabuntong-hininga na lamang nang malalim si Pino.

“Inay, bakit ba naging mahirap tayo? Bakit pa kailangan nating magtinda ng mga gulay? Nakakahiya Inay,” may pagtatampong sabi ni Pino sa kanyang ina.

“Tingnan mo Inay ang iyong palad. Parating maraming putik. Namumula palagi sa init ng sikat ng araw ang iyong pisngi. Di tulad ng mga nanay ng kaklase ko. Palaging naka manicure at naka pedicure. Napakakinis pa ng mga mukha,” dagdag pa ni Pino.

“Pino anak, ang pagtatanim ng mga gulay ay hindi dapat ikahiya,” malumanay na sagot ng kanyang nanay Pina.

“Ito ay isang marangal na trabaho. Nakatutulong pa tayo sa ating kapwa,” dagdag pa nito.

 “Alam ko, napakabait at napakamasunuring bata mo anak. Kaya nga proud na proud ako sa iyo kasi sobrang sipag mo anak. Mahal na mahal ka ng Nanay,” malambing na sambit ng kanyang ina.

Tumahimik na lamang si Pino subalit sa kanyang puso at isipan ay hindi mawaglit ang kalungkutan.

Nang sumunod na araw napansin ni Pino ang pananamlay ng kanyang nanay Pina.

“May sakit po ba kayo Inay?” nag-aalalang tanong ni Pino.

“Masakit ang ulo ni nanay anak. Magpapahinga muna ako nang maaga. Ikaw muna ang bahala sa dalawa mong kapatid ha,” tugon ng kanyang ina.

“Opo inay,” magalang na sagot ni Pino.

“Pasensya ka na anak ha. Ikaw lang ang katuwang at maaasahan ni nanay.”

“Ok lang po iyon Inay. Mahal na mahal ko po kayo ng mga kapatid ko. Sige na magpahinga na po kayo Inay.”

Pinagmasdan ni Pino ang kanyang nanay Pina habang mahimbing na natutulog. Alam niyang pagod na pagod ito sa araw-araw na gawain nito. Tumatanda na ito.

Hinaplos niya ang mukha ng kanyang ina. May malilit na kulubot na namumuo sa kanyang noo. Bakas ang pagod sa kanyang maamong mukha. Hinawakan

niya ang kanyang mga kamay. Damang-dama niya ang gaspang ng mga palad nito. Dahil iyon sa araw-araw na walang humpay na pakikibaka sa buhay para maitaguyod silang tatlo.

Hindi niya namalayang umaagos ang kanyang mga luha sa kanyang pisngi. Nakadama siya ng pagsisisi at pagkahiya sa kanyang sarili sa sinabi niya sa kanyang ina noong nakaraang araw.

Mahal na mahal niya ang kanyang ina. Gustong-gusto niya itong tulungan para makabili ng kanyang gamot.

Napaisip si Pino. Nagmuni-muni nang matagal hanggang sa may pumasok na ideya sa kanyang isipan.

“Tama si Inay! Hindi dapat ikinahihiya ang pagtatanim ng mga gulay lalong-lalo na ang pagtitinda nito!”

Kumuha siya ng kanyang lapis at papel. Tamang- tama at marami marami ang bunga ng kanilang pipino. Ang bawat kilo ay nagkakahalaga ng Php 50.00 at nasa tatlong kilo iyon. Sasabayan niya ng isang kilong talong na nagkakahalaga ng PHp 70.00 bawat kilo at tatlong bigkis ng sitaw na tig-sampung piso bawat bigkis. Nasa kalkula niya aabot din ng Php350.00 ang maibebenta niya. Ipagbibili niya ito sa mga guro na suki ng kanyang nanay.

Ipinikit ni Pino ang kanyang mga mata para matulog na may ngiti sa mga labi.

Kinaumagahan ay maagang nagising si Pino. Kailangan niyang makakuha ng mga gulay na dadalhin sa paaralan para ibenta bago magsimula ang klase. Tiyak tutulungan siya ni Pia sa pagbitbit ng mga gulay.

Pagdating sa paaralan ay masayang ibinenta niya sa mga suki ng kanyang nanay ang mga gulay at saka pumasok sa kanyang klase.

Nagtaka siya kung bakit lahat ng kanyang mga kaklase ay nakatingin sa kanya at nakangiti.

“Aba! nandito na pala si Pino,” bungad ng kanilang guro.

“Magandang umaga po Ma’am,” bati ni Pino.

“Magandang umaga naman Pino,” sagot ng kanyang guro.

“Naku Pino! Alam mo ba na maagang pumunta kanina dito si Sir Suarez?”

“Bakit po ma’am anong nangyari?” may kabang tanong ni Pino.

“Ibinalita niya sa amin na magaling na raw ang kanyang nanay sa kanyang sakit dahil sa mga pipinong binibili niya palagi sa inyo,” pahayag ng kanyang guro.

“Talaga po ba ma’am na maganda sa katawan ng tao ang pipino?” tanong ni Oscar.

“Aba! Oo. Napakamabisa ang pipino para sa ating kalusugan. Maraming benepisyo ang ibinibigay nito sa ating katawan.”

 “Tulad po ng ano ma’am?” tanong ni Carlos.

“Marami. Kumokontrol ito sa blood pressure lalong-lalo na sa matatanda. Nakatutulong din itong labanan ang kanser at nakapagpapalakas ng immune system,” paliwanag ng guro.

“Aba! nagpapababa din po ito ng blood sugar sabi ng Mommy ko ma’am,” sabad ni Tintin

“Oo, nakabubuti ito sa ating gilagid at ngipin at pumapawi ng mabahong hininga!” pagbibida ni Carla.

“Higit sa lahat, pinuprotektahan nito ang ating mga mata at nag-aalaga din sa ating balat!” sambit ni Marissa.”

“Tama kayo mga bata. Maraming mga bitamina at mineral na taglay ang pipino. Tulad halimbawa ng vitamin A, C at K. Mayroon din itong Potassium, Magnesium Manganese at Folate,” dagdag ng guro.

“Pasalamat tayo at may tanim na mga pipino sina Pino,” sabi ni Oscar.

“Eh, bakit mo ako tinukso noong nakaraang araw?” tanong ni Pino

“Naku! Pino pasensiya ka na. Hindi ko sukat akalain na sumama ang loob mo sa akin. Hindi ko intensiyon iyon. Nasabi ko lang iyon kasi katulad mo ang pangalan ng kapatid ko si Kamia. Ipinaglihi kasi siya ni Inay sa Kamyas,” paliwanag ni Oscar.

 “Eh bakit paulit-ulit mong sinabi na Pino, pipino?”

“Naku! Di ba may takdang aralin tayo na mga salitang magkatugma? Wala akong sagot. Pasalamat nga ako sa iyo at may naisulat ako. Salamat sa iyo ha,” nakangiting sabi nito.

Nagkatawanan ang buong klase sa narinig nila mula kay Oscar.

Magaan ang katawang umuwi si Pino ng hapong iyon. Mali pala ang kanyang hinala.

Masayang ikinuwento ni Pino ang mga naganap sa kanilang paaralan. Inabot niya sa kanyang ina ang Php350.00 sa napagbentahang gulay.

“Saan galing ito anak?” gulat na tanong ng kanyang ina.

“Nagbenta po ako kanina ng mga gulay Inay para may pambili ka ng gamot,” may pagmamalaking sagot ni Pino.

Mahigpit siyang niyakap ng kanyang ina. Damang-dama niya ang sobrang pagmamahal sa mga yakap ng kanyang nanay.

“Inay, pwede n’yo po ba akong turuang magtanim ng mga gulay lalong-lalo na ng mga pipino? Paborito ko iyon!”

 “Syempre naman anak. Tuturuan kita. Tamang-tama at Sabado bukas walang pasok.

Sabik na sabik siyang maturuan ng kangyang nanay Pina. Gustong-gusto niyang matuto upang makatulong sa kanyang pamilya.

Kinaumagahan kinuha ng kanyang ina ang isang pakete ng binhi.

“Saan mo kinuha ang mga ito Inay?” tanong ni Pino.

“Naku! Binili ko iyan sa bayan noong nakaraang araw anak. Puwede namang bumili sa tindahan basta huwag kaligtaang tingnan ang expiration date ng binhi.” sagot ng kanyang ina.

Binigyan siya ng kaniyang ina ng mga buto ng pipino at saka matiyagang tinuruan.

“Una, maglagay ka ng matabang lupa sa loob ng maliit na mga paso.”

“Pangalawa, ilagay mo ang isang buto sa bawat paso.”

“Pangatlo, diligan mo nang kaunti at ilagay sa lilim ang mga ito.”

 “Pagkatapos, maghintay ka ng isang Linggo at ilipat ang mga ito sa tamang lugar na pagtataniman,” pagtatapos ng kanyang ina.

Nakinig nang mabuti si Pino sa lahat ng sinabi ng kanyang ina. Sinunod niya ang bawat bilin nito. Gustong-gusto niyang isang daang porsyento na mabubuhay ang lahat ng kanyang ipinunla. Biglang may naalalang itanong sa ina si Pino.

 “Inay, bakit mo kinakausap palagi ang mga tanim nating gulay? Hindi ka naman nila naririnig.”

“Pino anak, ang mga halaman ay katulad din nating nabubuhay. Kailangan din nila ng ating kalinga,” malumanay na sagot ng kanyang ina.

“Kinakausap natin ang mga halaman dahil kailangan nila ng carbon dioxide na galing sa ating hininga at ang kapalit noon ay ang oxygen na kailangan din natin para makahinga tayo.”

 “Ibig sabihin Inay kapag palagi natin silang kinakausap, sila’y lalong yumayabong?” dagdag na tanong ni Pino.

 “Ganoon pala ang sikreto Inay,” wika ni Pino.

 “Tumpak anak! Siyempre kasama na roon ang pagdidilig, pagdadamo, at paglalagay ng pataba,” pahabol ng kanyang ina.

Sabik na sabik na siyang tumubo ang kanyang itinanim. Parang hihilahin na niya ang mga araw.

“Tama si Inay. Ang pagtatanim at pagbibenta ng mga gulay ay hindi dapat ikinahihiya. Ito ay isang marangal na hanapbuhay,” nasambit niya sa sarili.

“Ako si Pino! Pipino ang aming ikinabubuhay! Mabuhay si Pino at ang kanyang Pipino!” malakas niyang sigaw na ikinagulat ng kanyang nanay Pina.

Napahalakhak ang mag-ina at sabay na pumasok sa loob ng bahay na magkayakap.

DOI 10.5281/zenodo.14033228

Education is essential in shaping a child’s future, providing the foundation upon which they can build a fulfilling and meaningful life. Many measure success by material possessions—luxurious cars, large homes, prestigious real estate, world travel, and respected professions—and often see these as products of high educational attainment. However, while education is significant and "can" play a critical role, it is not the only path to success. Numerous accomplished individuals did not complete their formal schooling in prestigious institutions; some were even high school dropouts. Yet, through various factors like innate talents and personal drive, they achieved notable success.

A key element behind this phenomenon is multiple intelligences. Many successful individuals achieve their goals by focusing on their dominant intellectual strengths, using their talents to fuel their success. For example, individuals inclined toward music may excel because they direct their energy into honing their musical intelligence. Instead of pursuing unrelated subjects, they build careers in music, often branching out into related businesses. This focus on one's innate strengths is so impactful that universities now offer specialized programs, like Music Management, to support these career paths.

Another vital factor is self-motivation and persistence. Those who are “street smart” might lack formal education but compensate with practical knowledge and resilience. They view life as an arena and themselves as gladiators, continuously fighting for their goals with relentless determination. Often thriving in business and transactions, these individuals know how to navigate life's practical challenges, proving that tenacity and adaptability can be as powerful as formal schooling.

Equally important is the ability to connect with others. Many people become successful through interpersonal skills, which allow them to communicate effectively, motivate others, and foster relationships. Charismatic and people-oriented, these individuals leverage their social skills to succeed in fields like sales, management, and even religious leadership. Though they may not have pursued higher education, their natural ability to engage and lead others has brought them prosperity and fulfillment.

Even for those who did not complete advanced schooling, education has still played a role in shaping their success. At any level, schooling instills fundamental skills and curiosity—analytical thinking, problem-solving, and research skills—that ignite a drive for exploration and resourcefulness. Whether or not they completed their education, these individuals apply what they’ve learned to survive and thrive in life.

DOI 10.5281/zenodo.14037933

The Montessori approach to education centers on the idea that each child has a unique path of development that should be respected and nurtured. This philosophy emphasizes meeting children at their developmental stages to support their physical, cognitive, and emotional growth. Maria Montessori believed that every child has an “inner fire”—a spark of curiosity and drive—that needs continuous support to flourish. To keep this spark alive, the Montessori method encourages activities that engage the hands and the mind, grounded in the belief that “the work of the hand develops the mind, and the work of the mind develops the hand.” This concept lies at the heart of Montessori education, guiding the design of purposeful activities that help children connect understanding with action.

Montessori classrooms, known as prepared environments, are thoughtfully arranged to foster self-directed learning. The prepared environment is stocked with materials that encourage hands-on exploration, which enables children to develop a strong grasp of concepts before moving on to more abstract learning. For instance, nomenclature cards allow children to manipulate and interact with information physically, reinforcing their understanding through tangible experiences. In this way, children build foundational knowledge that supports future academic and life skills. The environment is arranged to allow freedom of movement and choice, fostering independence and encouraging children to learn at their own pace.

In the Montessori approach, the role of the adult is that of a guide rather than an instructor. The adult receives specialized training in presenting materials and fostering a supportive atmosphere. Rather than delivering direct instruction, the adult demonstrates how to use materials and steps back, allowing children to engage and explore independently. This approach enables children to incarnate knowledge, forming a deeper understanding as they naturally progress through their learning. By respecting each child’s pace and interests, Montessori adults nurture confident, self-motivated individuals who carry a love of learning throughout their lives.

DOI 10.5281/zenodo.14037961

HyFlex (Hybrid-Flexible) learning has emerged as a transformative approach to education, gaining prominence during the COVID-19 pandemic. This model combines in-person and online learning, offering students the flexibility to choose the format that best suits their needs—whether that be attending classes on campus, virtually, or a combination of both. This adaptability not only accommodates various learning preferences but also fosters a more inclusive environment where students can engage in a way that aligns with their individual styles.

Reading The Hybrid Teacher: Using Technology to Teach In Person and Online by Emma Pass has enriched my understanding of the practical tools and platforms that support this hybrid model. The book provides actionable insights on managing both in-person and remote learners simultaneously, and I feel confident integrating these strategies into my teaching practice. HyFlex learning also enables students to balance their academic pursuits with work, family, and other responsibilities, making it a particularly valuable model for today’s diverse and busy learners.

As a Millennial educator, I’ve experienced the rapid evolution of educational technology firsthand, and I’m comfortable navigating the digital tools that HyFlex requires. This model demands dedication, flexibility, and a readiness to adapt—qualities that are essential for educators today and that make HyFlex learning a sustainable, future-proof approach to education.

DOI 10.5281/zenodo.14037966

In the face of increasing challenges within public schools, particularly regarding literacy and numeracy, maximizing teachers' focus on pure instruction has emerged as a crucial strategy. By shifting the emphasis from creating detailed lesson plans and lesson logs to utilizing lesson exemplars provided by the Department of Education (DepEd), educators can reclaim valuable time that can be better spent preparing instructional materials and engaging directly with their students. This approach allows teachers to devote their energies to the core of their profession: effective teaching and meaningful interaction with learners. As highlighted in a study by the Philippine Normal University, simplifying lesson preparation can significantly enhance teachers' ability to provide targeted instruction, thereby improving student outcomes.

The current demands placed on teachers, especially those instructing kindergarten and grades 1 to 6, can be overwhelming. Preparing lesson plans for multiple subjects consumes significant time, often limiting opportunities for direct student engagement. By fully utilizing DepEd’s lesson exemplars, educators can focus on tailoring lessons that meet the diverse needs of their students. This increased efficiency not only benefits teachers but also fosters an enriched learning environment where targeted interventions for struggling students can be implemented more effectively. Research from the United States, such as findings from the National Center for Education Statistics, indicates that teachers who spend less time on planning and more on instruction see marked improvements in student performance, particularly in foundational skills like reading and math.

When teachers can concentrate on delivering high-quality instruction rather than getting bogged down by administrative tasks and time-consuming lesson plan preparation, they are better equipped to identify and address learning gaps in real time. This focused approach leads to more dynamic and engaging lessons, which are vital for improving student outcomes in literacy and numeracy. Ultimately, by empowering teachers to be dynamic and maximize their instructional focus, public schools can create a more supportive educational landscape that prioritizes student success and nurtures a love of learning among all pupils.

DOI 10.5281/zenodo.14037971

A robust and equitable higher education system is vital for fostering quality learning through effective teaching and research, ultimately driving a nation's economic development. However, the impact of higher education extends beyond mere economic advancement; it also cultivates cultural diversity, reinforces democratic values, and promotes trade relationships, all while enhancing international cooperation and societal welfare. In an increasingly interconnected world, higher education institutions are acknowledging their responsibility to serve not only their local communities but also the broader global society.

The forces of globalization, which are a hallmark of the 21st century, have profoundly transformed the landscape of higher education. Elements such as a globally interconnected economy, advancements in information and communication technology (ICT), the formation of international knowledge networks, and the widespread use of English have influenced this sector in ways that are often beyond the control of individual institutions. In response to these global trends, governments and universities are implementing policies aimed at fostering international student mobility, such as sponsoring study abroad programs, setting up branch campuses in foreign locations, and creating partnerships with other institutions to facilitate student exchanges.

To enhance the influx of international students, universities are adopting various strategies to attract learners from abroad. For instance, some universities in non-English-speaking ASEAN countries now offer degree programs conducted in English to appeal to a broader audience. In the Philippines and other ASEAN nations, it is common for universities to employ part-time faculty who hold full-time positions elsewhere, which may contribute to the "brain drain" phenomenon as educators seek better-paying opportunities abroad. While universities and public colleges within the ASEAN region have the autonomy to develop their own curricula and establish their own goals, maintaining high-quality facilities—such as laboratories, libraries, and ICT resources—demands ongoing financial investment to meet international benchmarks. Moreover, research in critical fields like information technology and life sciences is gaining increased emphasis, as these areas are crucial for national progress and for bolstering institutional reputation on a global scale.

The Internet has transformed academic discourse, facilitating global collaboration through tools such as email, social networks, and joint research initiatives. Digital platforms are being utilized by publishers to disseminate academic texts and journals, while the open educational resources movement is making significant strides in providing free access to educational materials, thus helping to bridge resource gaps in various regions. As a public good, higher education is indispensable for the advancement and well-being of contemporary society. Supporting its diverse functions is essential to ensure it continues to deliver benefits to communities both locally and internationally.

DOI 10.5281/zenodo.14037975