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This paper presents a comprehensive analysis of the evolution of language policy in the Philippines, with a particular emphasis on the status, challenges, and future prospects of Chinese language education within the national framework. The study is structured into five distinct sections. Firstly, the historical development of language policies in the Philippines is explored, tracing the transitions from colonial to contemporary eras and assessing their implications for language education. Secondly, an in-depth exploration of the present landscape of Chinese language education is provided, evaluating its integration into the Philippine education system and the effectiveness of existing programs. Thirdly, a critical examination of the current state of local Chinese language teacher training is conducted, analyzing the approaches used to foster a sustainable local teaching workforce. Fourthly, strategic pathways for the next decade are outlined, focusing on the localization of Chinese language education in alignment with the plans of the Philippine Department of Education and broader educational objectives. Finally, the concluding section synthesizes insights garnered from the preceding sections, reflecting on the significance of these developments for the future of Chinese language education in the Philippines. It underscores the pivotal role of Chinese language education in promoting cultural and educational exchanges and facilitating the modernization processes in both China and the Philippines. By addressing these dimensions, the paper offers a comprehensive overview of the intersection between language policy and Chinese language education in the Philippines, providing valuable insights for policymakers, educators, and researchers engaged in language education and policy planning in multilingual and multicultural contexts.

This paper studies educational inequality in the Philippines from 1950 to 2015, examining changes in the association between social origin and educational attainment against a backdrop of educational expansions and fluctuating economic conditions. Using data from the World Bank STEP Skills Survey, the study employs a sequential logit model to illustrate trends in secondary and college completion, followed by a multinomial logit model to look into differences in college destinations (type and status) between advantaged and disadvantaged students. The findings indicate that despite sustained expansions in the past six decades, disparities in secondary and tertiary completion deepened in relation to social background. The paper also finds that although expansions occurred mainly in public higher education institutions, it did little to alter the trends in college destinations, with advantaged students still more likely to complete in "high-status" universities than disadvantaged ones. Finally, the paper sheds light on how economic recessions have varying consequences on educational attainment, routing disadvantaged students out of college in the short term, while resulting in significant declines in the likelihood of completing higher education for advantaged students enrolled in "high-status" public entities in the long term.

The onset of the COVID-19 pandemic has forced the education sector worldwide, including higher education institutions, to adopt relevant measures for the continuity of teaching and learning while ensuring health safety. Using Self-determination Theory as a lens, this paper presents one of the findings of a developmental study on students' experiences on a flexible learning delivery model that is anchored on self-regulated learning, implemented in one of the island state universities in the Philippines during the academic year 2020-2021. Specifically, the paper reports one emergent finding: the enabling/supporting and limiting influence of technology on competence, autonomy, and relatedness. In this qualitative descriptive study, the researchers interviewed 45 pre-service teachers. Results revealed that technology has both enabling/supporting and limiting influence on competence, autonomy, and relatedness, implying that strategic and directed technology-related support and policies related thereto are imperative to succeed in self-regulated learning. The later section of the paper provides implications, reflections, and recommendations not only limited to the study context but also the future of self-regulated learning.

This paper examines the experiences of a group of values education teachers who are studying in a customized scholarship and online graduate program under the Linking Standards and Quality Practice (LiSQuP) project in the Philippines. It aimed to explore the attitudes, benefits, and challenges encountered by the values education teachers by participating in the LiSQuP program. Embedded single case study research design was used, and qualitative content analysis was utilized for analyzing and interpreting the data. Recorded focus group interview, online survey documents, observations, and participatory contact were used to obtain the data from the 30 participants who are LiSQuP scholars and teachers of values education in the public schools of the Philippines. Based on the findings of the study, the following results were drawn: 1) The participants exhibited adaptive and positive attitude towards the LiSQuP program; 2) The participants benefited from the program in terms of professional and personal development; and 3) The participants struggled with various factors related to time, program design, and personal traits. The rewarding and challenging experiences of the participants in this study may inform the project management team and other higher education institutions with similar online programs to enhance opportunities for a more responsive and collaborative online learning community for diverse graduate distance learners.

The aim of this paper is to develop a reliable and valid transactional distance scale in a flexible learning environment from the perspectives of students of a higher education institution in the Philippines. To achieve this goal, the researcher assessed the construct validity and reliability of the scale by using the exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Additionally, Cronbach alpha was used to test the internal consistency of the items. The model revealed three-factor structure anchored on Moore's Transactional Distance theory namely structure, learner autonomy and dialogue. The model validates the previously extracted factors along with the items. The findings of this study revealed that the implementation of flexible learning in the Philippine context is a multidimensional construct and serves as a critical success factors. The proposed transactional distance scale in a flexible learning environment may serve to facilitate the implementation of flexible learning in higher education institutions thereby implementing flexible learning effectively and efficiently. Little literature and studies exist on the implementation of flexible learning anchored on transactional distance theory. Thus, this attempts to bridge this gap in the existing literature and studies. This three-factor model of flexible learning in a higher education institution anchored on Transactional Distance Theory would be a useful tool to assess the perception of students towards the implementation of flexible learning in a new normal environment.

COVID-19, Artificial Intelligence (AI), and Climate Change, have disrupted work education, rendering sustainability of careers and livelihoods a concern. This paper outlines a collaborative response to that challenge, offering opportunities for sustainable livelihoods in a work education cloud collaboration, Project SLiC (Sustainable Livelihoods Collaboration). We have joined forces across nation states in the Global South/North to share cloud resources, focused on teaching a postgraduate course, Sustainable Livelihoods. Online modules are stored in a secure cloud site, from which local courses draw-down, autochthonously, whichever resources fit workforce development in context. We outline modules, and an evaluative process, in a proof-of-concept trial. Finally, we envisage how this initial collaboration may morph into a whole degree, including research supervision. We close with a call to career development professionals to share their unique expertise and experiences at the work education frontline, on how to develop this sustainable careers project, for the greater good.

Due to the advent of the pandemic, online learning was fully introduced into the Philippine educational setup. One of the emerging challenges that online teachers face is fostering student engagement in virtual classrooms. Thus, this paper aimed to examine the predictors of student engagement in online learning. The mediating role of self-regulation in the relationship between instructor scaffolding for interaction and student engagement in online learning was explored. The data from a total of 1217 undergraduate students who were enrolled during the research in a public or private university in Pampanga were analyzed. The correlation among variables was also examined. Mediation analysis using Process Macro was performed. The results revealed that instructor scaffolding for interaction and self-regulation predicted student engagement in online learning. Self-regulation served as a partial mediator. With these findings, developmental programs to promote scaffolding for interaction strategies and self-regulatory behaviors in online learning were proposed to foster student engagement.

The use of drawing as an assessment tool to reveal students' conceptions in biology specifically on human organs and organ systems is not new, however, there is a deficit in the literature that attempted to explore and reflect on its usefulness and relevance specifically, in eliciting students' preconceptions related thereto. Making use of a convergent mixed methods design, this paper presents the first phase of a sequential study on the development and implementation of a teaching sequence on human organ systems, that is the use of drawing in aggregating preconceptions on human organs and organ systems from among 138 pre-service teachers. The drawings underwent content and thematic analysis informed by the level of the biological quality of drawings. Results showed that a great majority of the participants possess limited and inconsistent conceptions that needed to be addressed systematically. Taking into consideration the purpose of eliciting and nature of students' preconceptions, as well as the inherent strengths and limitations of drawing as a tool for assessment, a reflection on the relevance of drawing as a tool in eliciting students' preconceptions is provided.

Research and innovation are highlighted as significant priorities among Higher Education Institutions (HEIs) in the Philippines. However, most HEIs in the country have a poor culture of research and innovation, which results in low academic productivity. This literature review was conducted to understand the dynamics of a teaching, research, and innovative university, discuss the current status of Philippine HEIs in terms of research (R&D)-innovation productivity, and excerpt best practices from leading universities in the country as a benchmark for other higher institutions toward building a culture of research and innovation. This study highlights different viewpoints but reveals one thing in common among the established research universities: they have exemplary administrative leadership and proper institutional framework, with strong qualifications from their faculty to absorb all the resources pouring in, thereby significantly boosting them and yielding a fruitful result in terms of research and innovation. With these, other Philippines HEIs need to build and develop a vital research and innovative culture among their stakeholders to produce tangible outcomes, which can be utilized for industry-related improvements and new market opportunities, and to address the nation's most pressing issues. Without the support and proper compensation within academia, industry, and government, the pool of talents will be put on the shelf. Nevertheless, leveling up from teaching institutions to become a research and innovative academia remains interesting as it depends primarily on the university's vision and actions, which are mostly affected by its internal and external environment. This paper hopes to be a springboard in formulating policy and practice toward enhancing research and innovation efficiency among the Philippine HEI's that could contribute to the overall nationwide progress.

This paper is an initial attempt to characterise the schoolscape of a four-century old higher education institution in the Philippines and the oldest existing university in Asia, The Royal, Catholic, and Pontifical University of Santo Tomas (UST). Through a systematic inventory of 2,410 visual signs, the analysis of the functional sign categorisations, the sign distributions (i.e., top-down and bottom-up), and the languages (un)represented in the UST schoolscape was conducted. The critical approach to language ideology and the linguistic landscape approach likewise afforded the present study an analytic lens that examines the schoolscape of UST that is able to project messages about the school's hidden curriculum and the language ideologies it promotes and legitimises. The study offers a discussion on the position of English in the university schoolscape and how it seems to have othered, silenced, and peripheralized Philippine languages.

Purpose: This paper aims to help higher education institutions (HEIs) develop a better understanding of student support and services needs, thereby enabling them to allocate limited resources for initiatives that effectively improve student experience. Design/methodology/approach: An assessment framework following the Kano analysis is developed to categorize student service features based on customer satisfaction and need fulfillment. The framework is used at a local university, using 23 service features listed as minimum requirements by the national regulatory body for education. Analysis of the satisfaction survey results and prioritization are based on quality indices derived from a factor of importance and the satisfaction gap. A survey was conducted for two academic years to generate a comparison of results. Findings: Of the list mandated as minimum requirements for HEIs, the study revealed that no features were regarded as "must-be," eight as performing, 14 as attractive and one as indifferent by the students. As these results were disaggregated per year level, the natural decay of delight as in the Kano theory was exhibited as there were less attractive features for students who have been in the university longest. After a full-year academic cycle, results compared to the baseline figures seemed to reveal of impact of the achievement of performance targets by the units rendering specific activities on client satisfaction. Research limitations/implications: Further rounds of the study are needed to build up more data sets on the relationship between objective performance and satisfaction level for performing features, mindful that this categorization is also bound to change along the way. Practical implications: As HEIs in the Philippines journey towards the establishment of their own respective internal quality assurance systems, this study provides a practical approach for institutions to transform a mere list of student services for compliance into a strategic tool to enhance the student experience. Originality/value: In the context of continuous quality improvement, the study presents how the qualitative Kano model, along with simple quantitative tools in the methodology, can be utilized not only in the planning stage of service design but also in closing the planning, doing, checking and acting (PDCA) cycle and opening the quality improvement spiral.

This paper studies educational inequality in the Philippines from 1950 to 2015, examining changes in the association between social origin and educational attainment against a backdrop of educational expansions and fluctuating economic conditions. Using data from the World Bank STEP Skills Survey, the study employs a sequential logit model to illustrate trends in secondary and college completion, followed by a multinomial logit model to look into differences in college destinations (type and status) between advantaged and disadvantaged students. The findings indicate that despite sustained expansions in the past six decades, disparities in secondary and tertiary completion deepened in relation to social background. The paper also finds that although expansions occurred mainly in public higher education institutions, it did little to alter the trends in college destinations, with advantaged students still more likely to complete in "high-status" universities than disadvantaged ones. Finally, the paper sheds light on how economic recessions have varying consequences on educational attainment, routing disadvantaged students out of college in the short term, while resulting in significant declines in the likelihood of completing higher education for advantaged students enrolled in "high-status" public entities in the long term. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to help higher education institutions (HEIs) develop a better understanding of student support and services needs, thereby enabling them to allocate limited resources for initiatives that effectively improve student experience. Design/methodology/approach: An assessment framework following the Kano analysis is developed to categorize student service features based on customer satisfaction and need fulfillment. The framework is used at a local university, using 23 service features listed as minimum requirements by the national regulatory body for education. Analysis of the satisfaction survey results and prioritization are based on quality indices derived from a factor of importance and the satisfaction gap. A survey was conducted for two academic years to generate a comparison of results. Findings: Of the list mandated as minimum requirements for HEIs, the study revealed that no features were regarded as "must-be," eight as performing, 14 as attractive and one as indifferent by the students. As these results were disaggregated per year level, the natural decay of delight as in the Kano theory was exhibited as there were less attractive features for students who have been in the university longest. After a full-year academic cycle, results compared to the baseline figures seemed to reveal of impact of the achievement of performance targets by the units rendering specific activities on client satisfaction. Research limitations/implications: Further rounds of the study are needed to build up more data sets on the relationship between objective performance and satisfaction level for performing features, mindful that this categorization is also bound to change along the way. Practical implications: As HEIs in the Philippines journey towards the establishment of their own respective internal quality assurance systems, this study provides a practical approach for institutions to transform a mere list of student services for compliance into a strategic tool to enhance the student experience. Originality/value: In the context of continuous quality improvement, the study presents how the qualitative Kano model, along with simple quantitative tools in the methodology, can be utilized not only in the planning stage of service design but also in closing the planning, doing, checking and acting (PDCA) cycle and opening the quality improvement spiral. [ABSTRACT FROM AUTHOR]

School reopening is essential for restoring normalcy after a period of disruption. However, executing this endeavor during a pandemic requires a comprehensive strategy to ensure success. Consulting stakeholders is consequently crucial for informed and inclusive policies. Prior works recruited public officials, health authorities, teachers, and parents. Unfortunately, students were often not involved in such consultations. The present study addressed this gap by uncovering the sentiments and concerns on school reopening among higher education students. A total of 223 students enrolled in public and private universities from rural and urban areas participated in the study. Based on their reflective essays, students have mixed sentiments about returning to school during the pandemic and highlight safety, academic, health, and financial concerns as major areas requiring attention. It is now incumbent upon governments, schools, policymakers, and education leaders to carefully analyze and incorporate the findings of this study into their back-to-school guidelines and strategies. With informed decision-making and evidenced-based policy, we can build back a stronger and more resilient education system that equitably serves all students in the post-pandemic world. [ABSTRACT FROM AUTHOR]

This study examined and categorized the views of undergraduate college students in the Philippines and correlated those with similar patterns of views regarding the use of Design Thinking (DT) in their Philosophy course. The Q-Methodology was used to analyze qualitative data using PQMethod (Schmolck & Atkinson, 2013) software quantitatively. Twenty-five students were surveyed, interviewed, and invited to rank-order 36 statements about the use of DT in their Philosophy course. Three factor types were identified: (1) Groundswell Bootstrap Designers, (2) Prolegomenal Design Thinkers, and (3) Non-Designer Humanitarians. A fourth factor, named Recalcitrant Colliders, though non-loader and unflagged, was included among the factor types to show that the participants within this group held unique and hybrid perspectives on DT that are worthy of consideration. The results revealed that students find DT as a transformative way of learning creative and critical thinking, empathy, and problem-solving skills. The study concluded that DT in higher education is viewed as a valuable platform for improving the learning experience of students as they navigate the future of digital learning. To ensure meaningful learning, we recommend making DT mainstream rather than peripheral, responding to the call for digital transformation in the 21st century. The findings of this research are important for theory, practice, policy, and subsequent research. [ABSTRACT FROM AUTHOR]

This qualitative-descriptive study aimed to identify the different verbal interactions and most frequent and least observed interactions in the College of Teacher Education classrooms of a private non-sectarian institution in Davao City. Flanders' Interaction Analysis Category System (FIACS) was used to analyze the gathered data. In order to utilize the FIACS, the study employed observation, where three teachers were observed for two consecutive hours, and unstructured in-depth interviews, where five teachers were interviewed. The results revealed that the different verbal interactions used by the teachers involved accepting feelings, praising or encouraging, accepting or using pupils' ideas, asking questions, lecturing, giving directions, criticizing or justifying authority, pupil-talk response, pupil-talk initiation, and silence. Among the ten categories, the most frequently observed verbal interaction was pupil talkresponse, and the least observed was silence or confusion. The findings revealed how the teachers' verbal interactions promote active engagement in the teaching-learning process and create a thriving learning environment. From this, the teachers should provide a variety of learning opportunities to accommodate different learning needs and create interactive activities in the classroom to improve the quality of the teaching-learning process. [ABSTRACT FROM AUTHOR]

Being a working student is challenging as they must balance school and work responsibilities. This study aimed to explore the lived experiences of working students in a private higher education institution in the province of La Union, Philippines, during COVID-19. The study is qualitative research, specifically descriptive phenomenology. A purposive sampling technique was used for the selection of participants. A semi-structured interview was used to generate data from 10 participants. Further, thematic analysis was utilized where three major themes emerged: (1) Experiencing the Tidal Rise and Fall of Work-Study Balance, (2) Anchored Expectations and Pressure, and (3) Coping Up and Sailing with the Wind. Ethics were strictly observed in the study. The study revealed that their circumstances form valuable experiences as young adults as they learn to become responsible individuals. They cope by making the necessary adjustments to their schedule, perspective, self-management skills, and formation of support they get from people. They continue the odyssey with burning motivation to strike a work-study balance, hence, highly commendable. [ABSTRACT FROM AUTHOR]

This study aimed to assess the productivity of higher education faculty by developing a structural model incorporating predetermined factors such as transformational leadership exhibited by academic heads, the faculty's cultural intelligence, and self-efficacy. After undergoing scientific validation and reliability tests, this study utilized questionnaires in a descriptive-correlational and causal-comparative research design. Data were gathered from 500 higher education faculty in Northern Mindanao, Philippines. The results revealed a high level of productivity among higher education faculty, particularly in producing instructional tools, engaging in professional development and community service, and a moderately productive level in research and publication. Remarkably, academic heads demonstrated an excellent display of transformational leadership. Higher education faculty exhibited high levels of cultural intelligence and self-efficacy. This implies that the academic head's exemplary display of transformational leadership highlights a commendable commitment to inspiring positive change and fostering growth within the academic setting. Simultaneously, the Higher Education Faculty exhibits remarkable levels of cultural intelligence and self-efficacy, showcasing their proficiency in navigating diverse cultural landscapes and their confidence in their capabilities. Ultimately, the structural model revealed that the productivity of higher education faculty is best explained by the influence of academic heads' transformational leadership, coupled with faculty cultural intelligence and selfefficacy. This model is known as Apdian's Model of Productivity Among Faculty in State Universities. [ABSTRACT FROM AUTHOR]

The study explores the potential of participative pedagogy as it solicits young people's perspectives and opens a space for dialogue to clarify how best they can benefit from religious education. Over 300 young students from a Catholic higher education institution in the Philippines have been interviewed to articulate their experiences, expectations, and needs to foster holistic educational engagements among the youth. The data generated from the surveys showed favorable results with some nuances. Informed by these outcomes, religious education curricula may be revised and enhanced for more dynamic, engaging, and challenging faith formation grounded in the students' lived experiences. [ABSTRACT FROM AUTHOR]

During the pandemic, higher educational institutions in the Philippines were given a good amount of latitude in innovating new ways to deliver education. The research suggests that the combination of having excellent OBE-based learning activities and assessments, easy-to-use learning platforms for synchronous and asynchronous engagements, and availability of learning support systems are crucial in the success of online cohort programs, especially for graduate students who, for whatever reason or several constraints, are only able to pursue further studies remotely. The study also concludes that online cohort educational models (OCEM) are viable and feasible for Filipino students, regardless of employment status (full-time or part-time), age, and gender. Areas that require improvement in successful OCEMs include student access to online academic resources and responsive staff from the various academic support offices of the University. [ABSTRACT FROM AUTHOR]