Journal of Learning and Development Studies
Journal of Learning and Development Studies (ISSN: 2752-9541) is an international open-access journal published by Al-Kindi Center for Research and Development. It aims to provide a forum for practitioners and academics working in education and development to share knowledge and experience. With its uniquely broad coverage, all published articles are freely available online immediately to anyone, anywhere, with no subscription or access fees, allowing authors to share their research and maximise its impact.
Al-Kindi Center for Research and Development
Navigating the Digital Learning Landscape: Unveiling the holistic Power of Learning Management System to revolutionize user experience
Collaborative learning tools are found to have high pedagogical innovativeness and engagements of students (Jonassen, 1999). However, little is known about the perception of such tools among the teachers, particularly in the case of the private higher education institutions (HEIs) in Pakistan. The qualitative study is a research on the perceptions of teacher educators toward their use of collaborative learning technologies (e.g. online discussion forums, group projects, digital platforms) in a private Pakistani HEI (Akram et al., 2021). The study follows the Technological Pedagogical Content Knowledge (TPACK) model (Mishra and Koehler, 2006) in exploring how teachers perceive the integration of such tools and the resulting implications on teaching and the interaction with the students. The interviews with semi-structured questions were performed with 25 teacher educators, and the results provide the information that demonstrates the rather positive attitude towards these tools. Faculty indicated that the technologies make student participation, critical thought, and communication as well as digital literacy easier. However, barriers including the lack of technological infrastructure, change behavior, and professional development are limiting its adoption (Asad et al., 2020). The current research gives a subtle, situational explanation of the obstacles and facilitators linked to collaborative learning tool adoption in developing higher education institutions of the countries. The results produce practical suggestions to instructors and policymakers interested in supporting successful integration in similar environments, thus adding to the current discussion on the use of technology in pedagogy and shaping possible uses of AI and XR.
Collaborative Learning Tools; TPACK Framework; Educational Technology Integration; Digital Pedagogy; Immersive Learning Environments
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Developing Entrepreneurial Self-Efficacy through Hakka Culinary Innovation: An Experiential Learning Study in Higher Education
This study examines how Hakka culinary innovation can serve as an experiential entrepreneurship learning context in higher education. Using an exploratory mixed-methods design, data were collected from 19 university and postgraduate students who joined a Hakka creative cuisine competition through an entrepreneurial self-efficacy questionnaire and reflective responses. Results show that students reported strongest confidence in opportunity identification, followed by marshaling and implementing, while planning and commercialization was weakest. Qualitative findings indicate that students negotiated tensions between culinary authenticity and youth market preferences through flavor retention, visual modernization, and affective storytelling. The study informs hospitality, cultural-creative and entrepreneurship education curriculum design.
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Exploring the Dual Role of the Student Portfolio: Enhancing Learning While Assessing Student Performance
This study explores the dual role of the student portfolio as both a learning enhancement tool and an assessment instrument in English language teaching. In response to the growing demand for 21st-century skills, particularly critical thinking, education systems are increasingly moving beyond traditional teaching approaches that emphasise rote memorisation and passive learning. Within this context, student portfolios emerge as an innovative pedagogical strategy that integrates instruction and assessment in a single reflective process. The study investigates how portfolios contribute to improving learners’ engagement, self-reflection, and autonomy while simultaneously providing teachers with an authentic means of evaluating student progress and performance over time. Drawing on relevant literature, the paper highlights the conceptual foundations of portfolio-based learning and assessment, emphasising its role in documenting student growth, encouraging self-evaluation, and fostering deeper cognitive engagement. The study argues that integrating student portfolios can transform classroom dynamics by positioning learners as active participants in both learning and assessment. Ultimately, this dual-function approach supports the development of critical thinking skills and prepares students for the academic and professional demands of contemporary society.
Student portfolio; Portfolio-based assessment; Learning enhancement; Formative assessment; Critical thinking; Learner autonomy; Reflective learning; English as a Foreign Language (EFL)
Intergenerational Variations of Soft Skills Among Secondary Public School Teachers and its Contribution to School Based Management (SBM)
The study examined intergenerational differences in soft skills among secondary public-school teachers and their contributions on the implementation of School-Based Management (SBM) in Districts 1 and 2 of San Remigio, Cebu. A convergent parallel research design was employed Quantitative data were collected from 187 secondary public-school teachers using an adapted questionnaire. Most respondents were female, identified as Generation Y or Millennials, had 1 to 10 years of teaching experience, held Master's units, and were ranked Teacher 1. The respondents exhibited a Very High Level of Soft Skills. Among the evaluated dimensions, work ethics ranked highest, followed by teamwork and time management. Problem-solving received the lowest ranking, although it was still classified as High Soft Skills. Teachers faced several main challenges when trying to use soft skills, such as: difficulty in finding solutions without revisiting underlying causes; difficulty in expressing thoughts clearly, leading to misunderstandings; and difficulty in providing motivating and effective criticism. Overall, there was no significant relationship between the respondents’ profile variables and their soft skills levels. However, there was a slight relationship between length of service and adaptability or flexibility, as well as between rank and problem-solving skills. No significant variation in perceived soft skills was observed among teachers across generational cohorts. Teachers from different generations demonstrated comparable abilities in communication, teamwork, leadership, adaptability, time management, and work ethics.
Beyond AI-Proofing: A Conceptual Framework for Assessment Design in the Age of Generative AI
Though generative artificial intelligence now shapes many academic policies, institutions often react through bans, surveillance, and rigid rules. These measures fail at core levels, as they demand obedience to standards that lack practical enforceability, producing mere appearances of control instead of real educational integrity. This study suggests a different path under the name “Beyond AI-Proofing” that offers a restructured approach to assessment redesign built on four teaching and learning pillars. The first is validity: assessment should be about being confident that students can do what their degree says they can, not about searching for discrepancies that indicate potential academic dishonesty. The second is evaluating judgment: students need to learn to judge the quality of their work, other people’s work, and AI’s work, and this is something no machine can do on their behalf. The third is authentic process-focussed assessment: tasks should reflect real-world work and make the learning process visible, while being honest that authenticity is not a magic shield against AI. The fourth is a two-lane program structure: some assessments run securely in person, while the rest are open and AI is used openly with the whole program rather than any single task carrying the weight of proof. What ties these four together is that they build trustworthiness into the design of assessment itself, rather than trying to bolt it on through rules. Such a system holds up whether or not students use AI, because its integrity comes from how it is built.
Assessment design, generative artificial intelligence, assessment validity, evaluative judgment, authentic assessment, academic integrity
Technology Integration and Utilization in Teaching Learners with Different Exceptionalities
Effective teachers optimize the potential of technology to develop students' understanding, stimulate their interest, and increase their proficiency in Special Education (SPED). Hence, this study aimed to determine the level of effectiveness of technology integration and the extent of utilization of technology in the delivery of SPED Programs in the New Normal in identified SPED Centers in the Division of Cebu City during the school year 2022 – 2023. The descriptive research method was used, and tools such as frequency count, percentage, mean, standard deviation, and Pearson's product-moment correlation coefficient were used. A survey questionnaire, approved transmittal letters, and consent were part of the instrument used to gather data. Findings on the demographic profile of the respondents, the majority were females aged 26 to 50 years old, and the majority were married. Most respondents have units in a master's degree program, with SPED as their specialization. They have five years or less of teaching experience, rendering 26 to 31 hours per week. The majority of the students are "Learners with Hearing Impairment." The smartphone is the most used mobile device. Computers, laptops, and tablet devices are the most common information and communication technology (ICT) tools found in the classroom. Few teacher-respondents attended training and seminars in ICT. On the extent of teachers' technological confidence and training, particularly on Basic Computer Skills, Internet/Distance Learning Skills, Software Productivity Skills, and Training, all were found to A Little Extent. On the level of effectiveness of technology integration in teaching learners with different exceptionalities, the teacher-respondents Strongly Agree that technology integration brings a great extent of usefulness or helpfulness to the teachers' teaching and learning process. On the extent of utilization of technology-based activities in teaching learners with different exceptionalities, the teacher-respondents said Often Used. On the teachers' perceptions of the use of technology in their teaching, respondents said they Agree that technology integration brings considerable usefulness or helpfulness to the teachers' teaching and learning process. On the teacher-respondents’ level of perception on the degree of usefulness of the educational technologies currently or would be in their teaching (regardless of whether or not they have used each technology in the past), it was found to be Very Useful. The following terms emerged as challenges met by teachers: lack of instructional resources, lack of preparation time, lack of technical support, and lack of confidence in using educational technologies. The formulated technology–integration instruction enhancement plan is highly recommended for implementation.
Technology Integration, Special Education, SPED Teachers, Learners with Special Educational Needs, LSENs, Digital Competence, Technological Confidence
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A Systematic Self-Review of Global Dimensions in L1 School Textbooks (2003-2006) with Implications for Contemporary Curricula
This study conducted a systematic review of the author’s research on the integration of global themes into the national school textbooks in L1 context. A corpus of six studies published between 2003-2006 was organized into four thematic clusters: local and global dimensions in Saudi textbooks, global dimensions in international curricula, forward looking curriculum design, and cultural and global education in L1 and heritage language contexts abroad. A unified four dimension framework consisting of global systems, current global issues, human values, and world history, was used to analyze all the textbooks and design the global education course model. Findings from Saudi history and reading textbooks revealed an almost complete absence of global themes, with only 1.5% of content across the nine history textbooks and a similarly negligible representation in reading textbooks. The early 2000s Saudi curricula were oriented toward national identity formation, moral instruction, and local cultural narratives. In contrast, the Singaporean social studies textbooks showed between 35%-64% of the textbooks integrated global themes across the secondary grades. This comparison highlights how national priorities and educational philosophies shape the presence, or absence, of global dimensions in L1 school education. The author’s proposed global education course for Grades 7–12 translates the four dimension framework into a coherent 13 unit curricular model. This forward looking course model illustrates how global systems, human values, contemporary global issues, and world history can be embedded across grade levels to support both national identity and global citizenship. Additionally, the study on teaching Arabic and Islamic culture to Arab children living abroad extends the analysis into diaspora contexts, showing how L1 loss in foreign environments leads to weakened cultural continuity, reduced access to religious and historical texts, and erosion of communal belonging. Taken together, the four clusters present a multilayered picture of how global themes are conceptualized and operationalized across national, international, and diaspora settings. Global education in L1 contexts is shaped not only by curricular design but also by national priorities, global mobility, and identity politics. This SR establishes the first unified evidence base for integrating global themes into L1 curricula, providing a foundational framework for future textbook reform and globally responsive curriculum design.
Systematic review (SR), Al-Jarf research program, global themes, global dimension, local dimension, national curricula, school textbooks, history textbooks, reading textbooks, social studies textbooks
Designing a Google Sites-Based Digital Learning Environment for Indonesian Language Education: Evidence of Validity, Practicality, and Effectiveness in Secondary Schools
This study examined the creation and assessment of a Google Sites-based digital learning environment for Indonesian language instruction in secondary education. The study examined three fundamental inquiries: the validity, practicality, and efficacy of the designed learning environment in facilitating Indonesian language training. A Research and Development (R&D) methodology was utilized, following the ADDIE paradigm, which encompasses the phases of Analysis, Design, Development, Implementation, and Evaluation. The research was carried out at SMA Negeri 5 Parepare and included media specialists, content specialists, an Indonesian language instructor, and tenth-grade students. Data were obtained using expert validation questionnaires, observation forms, student feedback surveys, and assessments of learning outcomes. The data analysis encompassed validity index computations, practicality percentages, descriptive statistics, and N-Gain assessments. The results indicated that the digital learning environment received exceptionally high validity ratings from media experts (93.67%) and content experts (95.33%). The practicality assessment revealed a highly effective implementation, achieving an overall practicality score of 95%, while student engagement was classified as very active at 93%. The effectiveness study revealed significant learning enhancement, with mean scores rising from 62.4 on the pre-test to 86.7 on the post-test, and an N-Gain score of 0.65, signifying moderate-to-high effectiveness. Student feedback was overwhelmingly favorable, with an average acceptance rate of 94%. The findings indicate that Google Sites can function as a legitimate, practical, and efficient digital learning environment that fosters student engagement, autonomous learning, and technology-enhanced language instruction in secondary education.
Academic Time Management and Intrinsic Motivation in Relation to Student Burnout Among Maritime Education
This study examined the level of academic time management skills, academic intrinsic motivation, and burnout among students, as well as the significant relationship of time management skills and motivation with students’ burnout. Specifically, the study assessed academic time management skills as a single construct, academic intrinsic motivation in terms of knowledge, accomplishment, and stimulation, and burnout in terms of cynicism, exhaustion, and professional efficacy. A descriptive-correlational research design was employed using a structured questionnaire as the main data-gathering instrument. Weighted mean and standard deviation were used to determine the level of the variables, while Spearman Rank-Order Correlation was used to test the significant relationships among them. The findings revealed that the respondents had a moderately high level of academic time management skills and a high level of academic intrinsic motivation across the dimensions of knowledge, accomplishment, and stimulation. In terms of burnout, respondents demonstrated a moderately low level of cynicism, a moderate level of exhaustion, and a high level of professional efficacy. These findings indicate that while students experience some degree of fatigue due to academic demands, they generally remain motivated, interested, and confident in handling their academic responsibilities. The study further found significant negative relationships between academic time management skills and burnout, and between academic intrinsic motivation and burnout. This implies that students with better time management skills and stronger intrinsic motivation are less likely to experience burnout. The study concludes that strengthening students’ self-regulation, planning skills, and intrinsic motivation may help reduce burnout and improve academic well-being. It is recommended that schools implement time management enhancement programs, motivating learning experiences, and burnout-prevention interventions to support students’ academic success and overall wellness.
Academic Time Management, Intrinsic Motivation, Burnout, Maritime Education
Measuring Teachers' Personal Characteristics and Perspectives on Inclusive Education
In the implementation of inclusive education to all educational institutions our teachers have been facing different challenges in handling learners with special needs. This descriptive-correlational research study investigated the correlation between two specific variables: teachers' personal attributes and attitudes of 52 general education teachers towards inclusive education at Bankal National High School in Lapu-Lapu City Division. The instrument consisted of five parts; teaching background of the respondents, brief resilience scale, self-esteem scale, optimism assessment, teachers’ level of attitude towards inclusion, and the relationships between the personal attributes and attitudes of the respondents towards inclusive education. The findings revealed that most of the respondents were female in their late twenties to mid-thirties; with a high level of educational attainment, most had earned master's level units; respondents represented a diverse range of specializations; almost half of the respondents had six to ten years of teaching experience; and the respondents reported high levels of resiliency, self- esteem, and optimism, as well as a high level of positive attitudes towards inclusive education. However, the study found that there are no significant relationships between the respondents' personal attributes on resiliency and their attitudes towards inclusive education (r=0.231, p=0.099). On the other hand, the study also found a weak positive and significant relationship between Personal attributes on self-esteem and optimism and their attitudes towards inclusive education (r=0.416, p=0.002). Therefore, a comprehensive intervention plan that addresses these factors is necessary to empower general education teachers and promote the successful inclusion of all students in regular classrooms.
Inclusive education, general education teachers, resiliency, self-esteem, optimism, teacher attitudes, teacher personal attributes
Assessing Teachers' Individual Traits and Perspectives on Inclusive Education
Inclusive education implementation in educational institutions has presented teachers with various challenges in accommodating learners with special needs. This descriptive-correlational research investigated the relationship between personal attributes and attitudes toward inclusive education among 55 general education teachers at Mandaue City Comprehensive National High School. The study utilized a modified survey questionnaire comprising five sections: teaching background, brief resilience scale, self-esteem scale, optimism assessment, and teachers' attitudes toward inclusion. Statistical analysis employed frequency count, weighted mean, percentage, and Pearson's R-value. The findings revealed that most respondents were female teachers with diverse academic specializations and varying years of teaching experience. While respondents demonstrated high levels of resiliency, self-esteem, and optimism, the study found no significant correlation between these personal attributes and their attitudes toward inclusive education (r=0.231, p>0.05). This suggests the need for a comprehensive intervention plan to enhance teachers' capacity for inclusive education and ensure the successful integration of all students in regular classrooms.
Examining the Extent of Parental Involvement on the Academic Performance of the Children with Special Educational Needs
This study examined the extent of parental involvement on the academic performance of LSEN in inclusive classroom settings in Lahug Elementary School, Cebu City for school year 2024–2025. The study employed a descriptive–correlational research design. Data were gathered using validated questionnaires administered to teachers and parents of LSEN. Descriptive statistics (frequency, percentage, mean, and standard deviation) were used to analyze demographic profiles and perceived extent of parental involvement, while Pearson’s Product–Moment Correlation Coefficient was utilized to determine the relationship between teachers’ and parents’ perceptions at a 0.05 level of significance. Findings revealed that both teachers and parents generally perceived parental involvement as highly involved in enhancing LSEN motivation and engagement, attendance, development of positive attitude, and behavior and discipline, while academic performance was perceived as moderately to highly influenced. Significant relationships between teachers’ and parents’ perceptions were found in motivation and engagement, improved attendance, development of positive attitude, and behavior and discipline; however, no significant relationship was established in academic performance. Parents reported several challenges to effective involvement, including limited access to learning resources and financial constraints among others. Based on the findings, an action plan was formulated focusing on strengthening home–school collaboration and enhancing parental capacity through training and support. The study concludes that meaningful and sustained parental involvement plays a vital role in the academic and behavioral development of LSEN.
Special Education, Children with Special Educational Needs, Parental Involvement
A Systematic Self-Review of EFL Grammar Studies (2000–2025): Teaching, Technologies, and Learning Outcomes
This systematic review (SR) synthesizes 28 empirical studies conducted by the author between 2000 and 2025 on the teaching, learning, and assessment of English grammar among Saudi EFL college students. The corpus comprises seven experimental and quasi experimental studies evaluating the effectiveness of instructional approaches, online platforms, and learning environments; six model building studies proposing pedagogical frameworks for using podcasts, online tasks, and iRubrics; and fifteen analytical studies documenting learners’ grammatical weaknesses based on test responses and error corpora collected from assignments and projects. The studies were organized into four thematic clusters: teaching grammar with technology; grammar assessment and testing; grammar learning outcomes with three sub-clusters (morphological problems, grammatical difficulties in specialized contexts, and translation problems of grammatical structures); and factors influencing grammar learning outcomes. Across the four clusters, the findings reveal a coherent developmental trajectory in how Saudi EFL learners acquire, process, and apply grammatical knowledge under varying instructional, technological, and contextual conditions. Technology enhanced grammar instruction, whether through LMS platforms, online tasks, Elluminate sessions, or mind mapping, yielded significant gains when the tools were simple with an interactive learning community. Linguistically, students exhibited morphological weaknesses, particularly in plural formation and noun and adjective forming suffixes. Genre based studies showed difficulties in identifying syntactic features in advertisements, legal texts, and news discourse, while translation focused studies revealed challenges with collocations, pronouns, particles, SVO order, and agreement, indicating that grammatical difficulties extend beyond isolated forms to broader syntactic and discourse level processing. Findings from the fourth cluster demonstrate that pedagogical, technological, and socio cultural factors significantly shape grammar learning outcomes. Instructor qualifications, assessment practices, and instructional design influenced learners’ grammatical accuracy; simple LMS designs (as Nicenet) facilitated participation, whereas platforms with complex design, as Moodle and WebCT, hindered engagement; and gender segregated online collaboration introduced socio cultural constraints that affected interaction and learning. Moreover, the content and focus of grammar instruction should vary depending on whether it targets general academic purposes or professional/occupational needs. This SR fills a gap in the literature by offering an integrated thematic synthesis that brings together technology mediated instruction, assessment practices, morphological and syntactic difficulties, translation related errors, and contextual factors affecting grammar learning within a unified analytical framework.
Systematic review (SR), Al-Jarf research program, EFL grammar instruction, EFL grammar assessment, EFL grammar learning outcomes, online collaboration, success factors, morphological difficulties, translation related grammatical problems, technology enhanced language learning
The Relationship Between SNEd Teachers’ Self-Efficacy, Empathy, and the Academic Performance of Students with Special Needs in A Philippine School
This research examined the relationship between Special Needs Education (SNED) teachers’ self-efficacy, empathy, and the academic performance of students with special needs at the University of San Carlos - Basic Education Department South Campus Elementary School during the school year 2024–2025. Utilizing a descriptive-correlational design, the study employed complete enumeration of 23 SNED teachers as respondents. Self-efficacy was assessed across seven sub-domains namely decision-making, school resource influence, instructional strategies, behavioral management, parental and community involvement, and school climate using Bandura’s (1997) Teacher Self-Efficacy Scale. Teacher empathy was measured using the Teacher Empathy Scale by Tanhan, Kasap, Hasan, and Ünsal (2022). Academic performance data were collected from 46 students with special needs assigned to these teachers. The findings revealed that SNED teachers had high to very high levels of self-efficacy, particularly in managing discipline, fostering parental involvement, and creating a positive school climate. Empathy was also rated very high among teachers. Most students demonstrated "Very Satisfactory" academic performance, with an average score of 83.59. Of all variables tested, only the self-efficacy domain related to influencing school resources showed a statistically significant moderate positive correlation with student academic performance. No significant relationships were found between student performance and the other domains of self-efficacy or empathy. Based on these findings, an action plan was proposed to strengthen inclusive education through enhanced teacher training, school- community collaboration, and resource support.
Special Education, SNED teachers, teacher self-efficacy, teacher empathy, academic performance, inclusive education, special needs students
Bridging the PISA Gap: Assessing Teacher Perceptions and Developing a Mathematics Action Plan
This research aimed to determine the state's secondary school teachers' readiness for the PISA (Program for International Student Assessment) to address the mathematics-related "PISA gap." A quantitative descriptive-comparative research design was used to evaluate teachers' perceptions on three different dimensions: instructional leadership, collaborative practice and resource availability, and administrative readiness; as well as how actively involved they are in implementing PISA. More than 100 teachers completed the survey, with 60% having 10 or more years of experience and 60% holding master's or doctoral degrees. The results indicated that while nearly all teachers have high levels of collaborative and data-driven practices, they reported significant barriers with respect to the provision of resources, specifically in terms of the availability of internet-based connectivity (at both the school and local government levels) that would prevent or minimize the use of digital assessments promptly. In addition, the teachers indicated that they have not established standardized strategies to involve parents or guardians in attaining PISA goals; therefore, the level of parental involvement in the PISA-related process was the lowest of the four dimensions. Additionally, while there were no significant differences in perceived PISA readiness by rank or highest level of education attained, the number of years of teaching experience was statistically significant in influencing teachers' perceptions of stakeholder involvement. As a result, the authors developed a multi-faceted Mathematics Action Plan (MAP) called VIBA (Vitalizing Instruction, Building Alliances) that they plan to implement to address these areas of concern through collaborative professional development/training on the use of PISA and stronger partnerships with the community.
PISA Readiness (Program for International Student Assessment), Mathematics Action Plan (MAP), Teacher Perceptions, Pedagogical Readiness, VIBA Framework (or Stakeholder Engagement)
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Mapping the Intellectual Landscape of Inclusive Education for Neurodivergent Learners
This study aims to assist in understanding the ever-growing, constantly changing body of material related to providing inclusive environments for neurodivergent individuals. Although there has been significant growth in material, it is often difficult for professionals to find reliable evidence-based material that supports policies and practices, as research is overly isolated in its silos based on the individual’s diagnosis. Using bibliometric analyses over the last decade (2015-2025) within the Scopus database, this study applied Lotka, Bradford, and Zipf’s Laws to construct an intellectual landscape of the field. The findings presented, therefore, illustrate a shift from a medical deficit-based model to a socio-cultural model that supports neurodiversity as a legitimate perspective. In addition to identifying the major authors, most highly ranked journal publications, and countries producing significant research, a well-recognized body of international authorship exists, with the USA and UK being the dominant nations in this regard. One notable finding was the identification of an increase in technologically mediated inclusion through technologies such as Artificial Intelligence, Large Language Models (LLMs), and digital accessibility, which serves as the basis for 21st-century teaching and learning. Although traditional core areas of discipline include behavioral (i.e., ASD) intervention and clinical diagnosis, the field continues to expand into areas related to systemic approaches, rights-based pedagogy, and digital equity. Accordingly, this science map provides decision-makers with a greater understanding, supporting the improved allocation of resources to promote neuro-inclusive practices that utilize evidence-based approaches.
digital inclusion, inclusive education, neurodiversity, pedagogy
Technological Readiness, Resilience, And Learning Performance of Vocational Students in A Public State University Amidst Class Disruptions
Amid recurring class disruptions in higher education, this study examined the technological readiness, resilience, and learning performance of vocational students amidst class disruptions at Cebu Technological University – Main Campus. Specifically, it focused on Bachelor of Technical Vocational Teacher Education (BTVTEd) and Bachelor of Technology and Livelihood Education (BTLEd) students who experienced class disruptions caused by natural and environmental hazards. The study aimed to determine the levels of technological readiness and resilience of students and to analyze their relationship with learning performance during disruptive learning conditions. A descriptive-correlational research design was employed. Data were gathered using a researcher- developed questionnaire grounded on established theoretical and empirical studies on technological readiness, resilience, and academic performance. Statistical tools such as weighted mean and Pearson’s correlation coefficient were utilized to describe the variables and examine their relationships. The findings revealed that students demonstrated a moderate to high level of technological readiness and resilience despite recurring class disruptions. Moreover, a significant positive relationship was found between technological readiness, resilience, and learning performance, indicating that students who were better prepared technologically and psychologically performed more effectively in their academic tasks. Based on the findings, an intervention plan was proposed to enhance students’ technological readiness and resilience through capacity- building activities, flexible instructional strategies, and structured academic and psychosocial support. The study concludes that strengthening technological and resilience-related competencies is essential in sustaining learning performance of vocational students in disaster-prone learning environments.
Technological readiness, resilience, learning performance, vocational students, disaster-prone environments
Teachers’ Competence in the Implementation of Instructional Materials in Facilitating Inclusive Education
During the academic year of 2023-2024, this research examined teachers’ competence in utilizing instructional materials to support inclusive education at Cogon Elementary School in Tagbilaran City. Using a descriptive-correlational approach, information was gathered from 40 teachers through a survey based on Parson's (2017) Structural-Functionalist Theory and Ostroff et al.'s (2012) study. The demographic characteristics showed that the majority of participants were women, between 36 and 40 years old, had completed some postgraduate studies, and had been teaching for a minimum of 13 years. The research looked at five main areas of expertise: special education laws and policies, proficiency in assessments and individualized education programs (IEPs), comprehension of various disabilities and learning needs, evidence-based teaching strategies, and awareness of inclusive practices. Findings showed that participants exhibited strong knowledge of special education laws and policies (average score 2.70), yet showed only intermediate understanding in the areas of assessment and IEP development (average score 2.01). Teachers showed a strong preference for visual aids (mean score 3.03) and manipulatives (mean score 2.93) in their instructional approaches, but expressed less confidence in using assistive technology devices (mean score 2.29) and augmentative and alternative communication systems (mean score 2.26). Examination of the data using Pearson's correlation coefficient showed no significant correlation (r = 0.029, p = 0.858) between teachers’ competence levels and their implementation of instructional materials in inclusive settings. The research found that focused efforts were necessary to improve teachers' abilities in certain aspects of inclusive education, specifically in utilizing specialized instructional materials and technologies. Suggestions comprised of holding workshops for professional development, promoting joint lesson planning between general and special education teachers, introducing peer observation and feedback mechanisms, and enhancing resource distribution to support teachers in building better inclusive classrooms. These results impact teacher training programs and school policies in Philippine elementary schools, highlighting the importance of ongoing professional development and support for implementing inclusive education practices.
Inclusive education, teacher competence, instructional materials, special education, individualized education program (iep)
Unregulated Screen Time on Kindergarten’s Language and Literacy Development
This study investigated the relationship between unregulated screen time and the language and literacy skills of kindergarten learners. Utilizing a descriptive-correlational research design, the study examined the profile of parent-respondents in terms of age, gender, educational attainment, occupation, and income, as well as the learners’ average daily unregulated screen time, observed language skills, and observed literacy skills. Data were collected through parent survey questionnaires and teacher-rated language and literacy checklists adapted from established instruments, using a 5-point Likert scale. Random sampling aided by Slovin’s formula was employed, and data were analyzed using Microsoft Excel and Pearson’s r at the 0.05 level of significance. Results revealed that learners spent an average of 1–2 hours per day on unregulated screen activities, primarily for educational and entertainment purposes. Language skills were moderately observed and showed a negligible, non- significant relationship with screen time. In contrast, literacy skills were observed at a higher level and demonstrated a weak but significant positive relationship with unregulated screen time. The findings suggest that moderate and purposeful screen exposure may support early literacy development when guided by appropriate content and parental supervision.
Unregulated screen time, language skills, literacy skills, Kindergarten learners, early childhood education, screen exposure
Parental Involvement: Unraveling Its Impact on the Behavior of the Public-School Early Childhood Learners
This research assessed the influence of parental involvement on learners' behavior at an elementary school in the Talisay City Division for the school year 2025-2026. The study used a descriptive-correlational research design to assess parents’ involvement and early childhood learners' behavior, using an adopted questionnaire to measure parental involvement and learners' behavior across three temperaments: effortful control, surgency, and negative affectivity. Data were analyzed using frequency, percentage, weighted mean, standard deviation, and Pearson’s r correlation. The results showed that most learners are 5 years old and have parents who are high school graduates. Learners exhibited very satisfactory levels of effortful control and surgency, but only fair levels of negative affectivity. Parents demonstrated very high involvement in school-related activities. Hypothesis testing revealed no significant relationship between parental involvement and learner behavior, indicating that behavioral development may be influenced by factors beyond parental engagement. Parental involvement remains essential for academic and emotional support, but its direct impact on behavior is negligible. Behavioral outcomes appear to be shaped by broader environmental factors, including classroom culture and peer interactions. Teachers need to collaborate with parents to identify the skills the child needs to develop, ensuring consistency in interventions provided in school and at home, and making parents’ school involvement relevant to the learner’s progress.
A Systematic Review of Studies on Teaching Reading in Arabic to Grades 1–12: Textbooks, Skills, and Learning Outcomes
This study presents a systematic review (SR) of research conducted by the author between 1989 and 2007 on Arabic L1 reading in Saudi Arabia. The corpus comprises 14 studies examining the reading product and process skills embedded in reading textbooks for Grades 1-12, as well as the assessment and remediation of reading weaknesses. The studies were organized into three thematic clusters: high school reading, skills developed or overlooked in reading textbooks, and reading assessment and remediation. Results showed that reading product and process skills are insufficiently taught, or entirely absent. The textbooks provide limited explicit instruction in decoding, cohesion, context analysis, text structure awareness, and study skills. Reading questions and exercises mostly emphasize literal comprehension and details. No questions address critical comprehension, appreciation, character traits, comparison and contrast, sequence of events explicitly or implicitly stated in the text, the setting, plot, conflict and resolution, author’s style and mood, and inferring the meaning of difficult words from context. Diagnostic studies reveal early weaknesses in word identification, particularly sound-symbol association and structural analysis. This means that students progress through the grades with fragile decoding skills, and inadequate preparation for the complex reading tasks required in high school and beyond. This SR highlights the need for a coherent, developmentally sequenced approach to reading instruction in Arabic. It provides clear implications for strengthening vertical alignment, improving textbook content and design, enhancing teacher preparation, and expanding assessment practices. Although the studies in this SR were conducted on earlier generations of Saudi reading textbooks before 2007, the operational lists of product and process skills, subskills, and evaluative criteria developed by the author remain a lasting contribution to Arabic reading pedagogy as they were grounded in reading theory, developmental models, instructional methods, and diagnostic principles and therefore extend beyond the specific textbooks analyzed. As textbooks continue to be revised, these conceptual frameworks continue to provide a systematic, theory based reference for developing and evaluating reading instruction. They will also guide future research, curriculum and textbook design, and thesis work, where many researchers, especially young ones, have not received specialized training in reading theory or assessment.
Systematic Review (SR), reading in Arabic, reading textbooks, reading product skills, reading process skills, reading assessment, reading tests, word identification skills, reading comprehension skills, Al-Jarf reading research program
Managing Cognitive Load in Task-Based Learning: Effects on Language Retention among 4th Year BSEd English Students at Bulacan State University - Sarmiento Campus
Task-Based Learning (TBL) has emerged as a highly effective pedagogical approach in language education, promoting authentic learning experiences through meaningful tasks. However, its complexity can impose substantial cognitive demands, potentially hindering language retention if cognitive load is not effectively managed. Cognitive load management strategies, such as task segmentation, scaffolding, and cognitive pauses, are designed to optimize learners’ mental resources and enhance retention. This study investigated how managing cognitive load within TBL impacts language retention among 4th-year BSEd English students at Bulacan State University – Sarmiento Campus. The study adopted an Explanatory Sequential Mixed Methods Design. In the quantitative phase, data were collected from 40 purposely selected students using Likert-scale survey questionnaires measuring perceived cognitive load, effectiveness of cognitive load management strategies, and language retention outcomes. Descriptive statistics (frequency, mean, standard deviation) and Spearman Rank-Order Correlation were applied to analyze the data. The qualitative phase involved collecting open-ended responses, which were examined using Collaizi’s Thematic Analysis with descriptive coding to identify patterns in student experiences. Findings revealed that 57.5% of students experienced high intrinsic cognitive load due to conceptually difficult tasks and complex sentence structures, while 50% struggled with grammar and vocabulary. Extraneous load was primarily linked to unclear instructions (47.5%) and disorganized materials (40%). Despite these challenges, 67.5% connected tasks to prior learning, and 62.5% actively applied retention strategies, indicating strong germane cognitive load. Scaffolding emerged as the most effective strategy (45%), followed by task segmentation (35%) and cognitive pauses (20%). Correlation analysis showed a strong positive relationship between effective cognitive load management and improved language retention. Qualitative findings highlighted themes of instructional clarity, real-life relevance of tasks, and the positive role of structured pacing in reducing overload. The study concludes that managing cognitive load in TBL significantly enhances language retention by balancing task complexity with strategic instructional support. Scaffolding and task segmentation were particularly effective in reducing intrinsic load, while cognitive pauses facilitated reflection and consolidation. These findings underscore the importance of intentional cognitive load management in designing language learning tasks, providing valuable implications for instructional strategy and curriculum development in higher education language programs.
Task-based learning, cognitive load, language retention
K To 3 Matatag Curriculum Implementation Through the Lens of Early Childhood Teachers: Insights and Implications for Literacy Instructional Practice
This research assessed the implementation of the K to 3 MATATAG Curriculum through the lens of early childhood teachers their insights and implications for literacy instruction practice. This study utilized a descriptive correlational design. It utilized an adopted survey questionnaire. Thirty purposively selected K to 3 teachers participated, providing their insights on the extent of curriculum implementation in three areas: alignment of literacy competencies with learners’ developmental readiness, appropriateness of instructional materials for early literacy, and integration of child-centered literacy instruction. Findings, revealed that literacy competencies were generally aligned with learners' developmental readiness across grade levels. However, while instructional materials for early literacy deemed “Frequently Implemented,” the results also indicated a need for further improvement in material availability and integration to fully support literacy development. In terms of child-centered literacy instruction, teachers reported effectively using learner-focused strategies that actively engage students and place them at the center of the learning process. Overall, the study found a significant relationship between the extent of MATATAG Curriculum implementation and perceived early literacy outcomes. This suggests that consistent and effective application of MATATAG-aligned practices, such as explicit reading and writing instruction; positively influences learners’ acquisition of foundational literacy skills. Therefore, sustaining and enhancing the implementation of the MATATAG Curriculum may further strengthen early literacy outcomes in the foundational years.
MATATAG Curriculum, early literacy instruction, curriculum implementation, child-centered learning, developmental readiness
Analysis of Social Media and Privacy-Related Anxiety Among College Students
This research examined undergraduate 'digital natives' (N=198) from Northeastern College in the Philippines as part of an analysis on social media and privacy-related anxiety during the 2025 to 2026 school year; descriptive and correlational designs were used to evaluate 4 different types of anxiety related to social media: shared content, privacy concern, communication with others via social media, and anxiety about how others perceive their activity on social media. Data show that students who were surveyed experience mild to moderate levels of anxiety due to their use of social media (M = 3.37), with privacy-related concerns being a major contributor (M = 3.63); in particular, anxiety is related to unauthorized access to personal digital accounts and other people sharing information about someone without his/her permission. Significant (p < .001) positive correlations were observed between all four types of anxiety, but the highest correlation was between anxiety about shared content and anxiety about self-evaluating (r = 649). This conclusion suggests that students’ levels of anxiety about their perceived self-worth are highly correlated with their curated digital identities. The S.H.I.E.L.D. Framework provides higher education institutions with a holistic approach to foster Wi-Fi privacy and digital wellness, going beyond merely raising awareness about online safety.
privacy-related anxiety, Filipino college student, digital well-being, SHIELD framework
The Interplay of Academic Mastery, Learning Strategies, and Social Efficacy among Northeastern College Students
The objective of this study is to determine whether there is a correlation among the self-efficacy beliefs of Northeastern College students across four areas: academic mastery, learning strategies, social efficacy, and attendance/motivation. A random sample of 244 students was selected from each area of study using stratified sampling, and participants completed a structured Likert-style questionnaire. The study analyzed the relationship between demographics (age, level of education, type of course, number of classes taken per term) and understanding how each of the four self-efficacy domains relates to one another. The findings indicate that Northeastern College students demonstrate a high level of self-efficacy in academic discipline, specifically regarding attendance (M=4.13) and success on traditional assessments (M=3.70). Students also show moderate to high levels of self-efficacy in their use of learning strategies (M=3.84), but lower levels of self-efficacy in the higher-level competency areas of interdisciplinary synthesis and mastery of mathematics. In the area of social efficacy, there was a pattern of conflicting responses: students feel confident interacting with peers but less confident interacting with instructors, and they fear or experience anxiety about assuming any leadership role among peers, which may be attributed to the hierarchical structure of their culture. No statistically significant differences in self-efficacy were found by sex. While students possess a solid academic discipline, additional institutional support may be needed to increase their self-efficacy in quantitative subjects, facilitate communication with faculty, and develop high-stakes social leaders to improve students' overall success.
self-efficacy, academic mastery, learning strategies, social efficacy, student success
The Relationship Between Academic Self-Efficacy and Perceived Academic Stressors Among Higher Education Students
This study explores the links between students' perceived stresses (workload, external expectations and anxiety about exams) and their academic confidence (self-efficacy) based on a sample of two hundred forty-four students studying at colleges across the Philippines using a survey format (descriptive/correlational). Results of the survey found that students reported having good levels of self-efficacy (M=4.00) and experienced moderate levels of stress (M=3.57) when rated by stress level. Of the three types of stress, the study found testing caused the most stress (M=3.57); however, when conducting Pearson's r correlation analysis between self-efficacy and testing stress, workload stress and external pressures there were significant positive correlations. The study's findings suggest that having higher self-efficacy provides more confidence in handling workload, but as a result of their higher level of self-efficacy, students with high self-efficacy may experience more stress from academic pressures than do those with lower levels of self-efficacy. Although differences were not found between males and females, both academic year level and department were associated with levels of stress and self-efficacy. Recommendations that came from this study are for departments to create wellness programs based on the needs of their department and to implement universal testing anxiety prevention programs based on evidence from the research to increase the resilience of their students.
Academic self-efficacy, academic stress, test anxiety
Investigating the Experience of Emotional Neglect and Adaptive Coping in Children with Special Needs
The study investigated the experiences of emotional neglect and coping strategies of Children with Special Needs (CSNs) at Canduman Elementary School, Mandaue City. It assessed levels of emotional neglect, extent of coping strategies, their relationship, and developed an action plan. Using a mixed-method design, 31 purposively selected SPED learners (20 male, 11 female, Kindergarten–Grade 6) participated through interviews or guided storytelling. Data were collected using the Child Abuse and Trauma Scale (CATS) and KidCOPE/Brief COPE inventory. Descriptive statistics measured neglect and coping, while Pearson’s r tested the relationship between variables. Results showed common disabilities included Intellectual Disability, Autism Spectrum Disorder, and Hearing Impairment. All respondents relied on parents/guardians, with some support from teachers and classmates. Emotional neglect was generally low (mean = 2.19), though communication barriers were noted. Coping strategies were moderately used (mean = 3.31), with distraction, emotional expression, and problem-solving as common, alongside some maladaptive behaviors. Correlation analysis revealed a negligible, non-significant relationship (r = 0.243, p = 0.188). The study concluded that coping was not significantly influenced by neglect, but resilience and institutional support were crucial. These findings highlight the need for comprehensive family, school, and policy interventions to enhance emotional care and adaptive coping among CSNs, which was then used as a basis for the development of a Support System Developmental Plan.
Children with special needs (CSNs), emotional neglect, inclusive education, special education (SPED)
Forensic Specialization Effects on Professional Academy of the Philippines Criminology Students
This study examines the effects of forensic science specialization on criminology students at the Professional Academy of the Philippines (PAP) during the 2024-2025 academic year. As forensic science has become increasingly integral to criminal investigations and justice systems worldwide, its integration into criminology curricula presents both opportunities and challenges for higher education institutions. Through a comprehensive mixed-methods approach combining quantitative surveys, qualitative interviews, and academic performance analysis, this research investigates the perceived benefits and challenges of forensic science specialization among third and fourth-year criminology students across four specialization tracks: Forensic Ballistics, Fingerprint Identification, Lie Detection, and Questioned Documents Examination. The findings reveal that forensic science specialization significantly enhances critical thinking (85% of students reported improvements), analytical skills (82%), and technical competencies (78%). Students demonstrated increased confidence in evidence handling, crime scene investigation, and forensic analysis techniques, with 73% reporting enhanced career readiness. However, notable challenges were identified including complex scientific terminology comprehension (68% of students), foundational knowledge gaps (61%), resource limitations for practical training (55%), and time management difficulties (49%). The study demonstrates that students who completed forensic science specializations acquired multiple professional attributes including determination (91%), responsibility (88%), flexibility (71%), and resilience (69%). Career outcomes indicate strong employment prospects, with forensic science technician positions projected to grow 13-14% through 2034, offering median salaries of $67,440 annually according to 2024 U.S. Bureau of Labor Statistics data. These findings have important implications in criminology programs. The research contributes to the growing body of literature on forensic science education and provides evidence-based recommendations for optimizing curricula in the Philippine context and beyond.
Forensic science specialization, criminology education, curriculum integration, career development, forensic training, Philippine higher education, students outcomes, FEPAC accreditation
Students’ Engagement Levels in Traditional and Blended Learning Environments: A Comparative Analysis
This study examines the levels of student engagement in traditional versus blended learning environments among students in Cordova Public College. There were 240 randomly selected students from different programs who answered an adapted survey questionnaire. Employing a quantitative descriptive-comparative research design, the study determined whether there are significant differences in cognitive, emotional and behavioral engagement between these two modalities. Data were gathered using and analyzed using independent T-test and one-way Analysis of Variance (ANOVA). The results revealed that compared to blended learning, traditional learning environment has higher level of cognitive, emotional and behavioral engagement. Moreover, a significant difference (p=0.02) in student engagement was found between traditional and blended learning environments. Furthermore, results revealed that there is significant difference between age and student engagement in the traditional classroom setting (p=0.03), also, program consistently demonstrates a significant relationship with student engagement in both traditional (F=3.33, p=0.02) and blended (F=3.97, p=0.009) learning modalities. These findings highlight the critical role of higher education to evaluate and improve their blended learning approaches in order to guarantee that they promote levels of engagement comparable to traditional settings.
student engagement, traditional learning, blended learning
Parents’ Perception of the Quality of Life of their Children with Autism Spectrum Disorder
This research assessed the quality of life of children with ASD as perceived by their parents at Tutelage Learning Center and Reach Center, Cebu City for school year 2022-2023. The Mixed-method approach was employed with thirty-five parents as respondents as well as participants in the qualitative aspect. Descriptive statistics, ANOVA, t-tests, correlation analysis, and regression analysis were used as statistical tools for the quantitative data while thematic analysis was applied for the qualitative data. The research determined some relevant demographic profile of the parents as well as the profile of children with ASD. Significant differences were determined in their perceived quality of life in terms of demographic factors when grouped according to the profile of children with ASD. Findings revealed that there were significant differences in their quality of life in terms of Social Inclusion, Emotional Well-being, and Interpersonal Relationships based on Age. while most demographic factors of parents do not significantly affect QoL dimensions. Annual household income appears to play a meaningful role in Self-Determination and Personal Development. Based on the findings of the study, it is concluded that the annual household income of the parent-respondents’ had a great impact on the quality of life of their children with ASD. Hence, the developed action plan is recommended for implementation to serve as a framework for fostering a more inclusive environment, advocating for policy changes, and ultimately, enhancing the overall well-being of children with ASD.
Autism spectrum disorder, quality of life, social inclusion, self-determination